Skills formed by universal educational actions. What is UUD in children's education? Decoding the abbreviation

In the public consciousness, there is a transition from an understanding of the social purpose of the school as a task of simple transfer of knowledge, skills and abilities from teacher to student to a new understanding of the function of the school. The priority goal of school education is to develop students’ ability to independently set educational goals, design ways to implement them, monitor and evaluate their achievements. In other words, the formation of the ability to learn. The fundamental difference between school standards of the new generation is their focus on achieving not only subject-specific educational results, but, above all, on the formation of students’ personality, their mastery of universal methods of educational activity, ensuring success in cognitive activity at all stages of further education.

Therefore, this chapter presents material revealing the types and functions of UUD, their formation in the process of teaching mathematics.

Types and functions of UUD. Formation of UUD in mathematics lessons

The concept of the development of universal educational actions was developed on the basis of a system-activity approach (L.S. Vygotsky, A.N. Leontiev, P.Ya. Galperin, D.B. Elkonin, V.V. Davydov, A.G. Asmolov) by the group authors: A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya, O.A. Karabanova, N.G. Salmina and S.V. Molchanov under the leadership of A.G. Asmolov. What meaning did they put into the concept of “universal learning activities?”

In a broad sense, the term “universal learning activities” means the ability to learn, i.e. the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience.

In a narrower (actually psychological) meaning, this term can be defined as a set of methods of action of a student (as well as associated learning skills) that ensure independent assimilation of new knowledge and the formation of skills, including the organization of this process.

The official page of the Federal State Educational Standard provides the following definition of this concept: “universal educational actions - the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience; a set of student actions that ensure his cultural identity, social competence, tolerance, ability to independently acquire new knowledge and skills, including the organization of this process.

Universal learning activities are generalized actions that open up the possibility of a broad orientation of students, both in various subject areas and in the structure of the learning activity itself, including students’ awareness of its target orientation, value-semantic and operational characteristics.

The ability of a student to independently successfully assimilate new knowledge, to form skills and competencies, including the independent organization of this process, i.e. the ability to learn, is ensured by the fact that universal learning actions as generalized actions open up students the opportunity for broad orientation both in various subject areas and in the structure of the educational activity itself, including awareness of its target orientation, value-semantic and operational characteristics. The ability to learn is a significant factor in increasing the efficiency of students’ mastery of subject knowledge, the formation of skills and competencies, the image of the world and the value-semantic foundations of personal moral choice.

As part of the main types of universal educational activities, dictated by the key goals of general education, four blocks can be distinguished: 1) personal; 2) regulatory (also including self-regulation actions); 3) communicative; 4) educational.

Types of UUD presented in the fundamental core of the content of general education.

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

Fig.1.

Regulatory learning activities ensure that students organize their learning activities. These include the following:

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

Rice. 2.

Rice. 3.

Cognitive UUDs will be discussed in detail in the second paragraph of this chapter.

Functions of universal learning activities include:

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

Creating conditions for the harmonious development of the individual and his self-realization based on readiness for lifelong education, the need for which is due to the multiculturalism of society and high professional mobility;

Ensuring the successful acquisition of knowledge, skills and abilities and the formation of competencies in any subject area.

Students' mastery of universal learning activities characterizes the ability for self-development and self-improvement through the conscious appropriation of social experience. “...The school should teach how to learn, teach how to live, teach how to live together, teach how to work and earn money” (from the UNESCO report “Into the New Millennium”). Therefore, if earlier educational results meant only what is associated with subject results, now we are dealing with meta-subject and personal results that determine the motivation and direction of human activity.

Despite the fact that the result of learning in the form of the “ability to learn” is extremely in demand today, we must not forget about the foundation of education - the knowledge, skills and abilities on the basis of which the “ability to learn” is formed and developed.

Mathematics is the science of the most general and fundamental structures of the real world, providing the most important apparatus and source of fundamental ideas for all natural sciences and modern technologies. All scientific and technological progress of mankind is directly related to the development of mathematics. Successful learning of mathematics facilitates and improves the study of other academic disciplines.

Mathematics is a unique field of knowledge, which in itself can be considered both as content and as a technology for developing the “ability to learn.” This is explained by the fact that the content and technology of the subject itself contains an apparatus with the help of which a teacher can achieve significant educational, developmental and educational results.

In addition, there is not a single school discipline that would use such a variety of activities as mathematics when revealing educational material: “mathematical activity is highly instrumental, i.e. makes it easy to transmit patterns of activity to students by presenting educational tasks, during the solution of which these patterns are implemented.”

How does the formation of different types of universal learning activities occur in mathematics lessons?

It should be noted that the subject “Mathematics” is aimed primarily at the development of cognitive learning skills. This will be discussed in more detail in the second paragraph of this chapter.

Thus, an analysis of the literature allows us to formulate regulatory UDLs formed in mathematics lessons:

· the ability to identify properties in the objects under study and differentiate them;

· mastering techniques of control and self-control of mastering what has been learned;

· work according to the algorithm, with instructions, rules - guidelines for the formation of general methods of educational activities for the assimilation of mathematical concepts.

Along with this obvious role of mathematics, the task of forming communicative UUDs is also important. This is due to the fact that in the process of studying mathematics, students learn to read and write information about the world around them in the language of mathematics, build chains of logical reasoning and use them in oral and written speech for communication. In a mathematics course, two closely interrelated areas of development of communication skills can be distinguished:

· development of oral scientific speech;

· development of a set of skills on which competent effective interaction is based.

The formation of personal learning skills is realized through interaction with mathematical content and teaches one to respect and accept other people’s opinions. Thus, working with mathematical content makes it possible to raise students’ self-esteem, develop their sense of self-esteem, and understanding the value of their own and others’ personalities. Of course, historical material in mathematics has great potential in this activity. The technology of problem-based learning and research activities give the teacher the opportunity to demonstrate the beauty and harmony of mathematical proofs as a form of effective intellectual interaction.

The role of mathematics as the most important means of communication in the formation of speech skills is also inextricably linked with personal results. Because the basis for the formation of a person as an individual is the development of speech and thinking. From this point of view, any task in mathematics is focused on achieving personal results. Let us formulate personal UUDs formed by means of mathematics:

· formation of value orientations (self-regulation, stimulation, achievement);

· formation of mathematical competence.

Thus, mathematics provides more clear opportunities for implementing the Federal State Educational Standard’s idea of ​​Universal educational activities.

Let's find out what UUD is. This term is found in methodological literature related to new educational standards. Let's consider the features of these abbreviations, the meaning of the terms, their significance in modern realities.

Decoding the abbreviation

What is UUD? This is a universal learning activity that involves:

• the child’s ability to acquire new knowledge;
• their assimilation of useful, important information;
• awareness of the importance of education.

Pages of history

What is UUD in a modern school? This term was developed during the existence of the Soviet Union. In the twentieth century, this term was introduced, but has found its active use only at the present time. The federal state standard of the second generation, used in modern schools, involves the formation of UUD in all academic disciplines. Since the 2011 academic year, Federal State Educational Standards have been introduced into all Russian schools.

Federal State Educational Standards requirements

There is a division of basic requirements into certain categories. For example, there are certain nuances in the approach to the structure of the educational process. The UUD program presupposes a specific plan that allows students to develop to the maximum extent. The implementation of the outlined points is the task of the teacher. UUDs are considered as a clear demonstration of the skills acquired by schoolchildren. The decoding of the abbreviations was discussed above, now let's talk about their classification.

Types of UDD

Depending on the educational level, for elementary school, middle and high school students, the formation of UDD in the classroom has certain differences. Among the latest trends observed in Russian schools, we note the use of information technology in the educational process. There are four basic groups of UUD. Decoding them gives a complete picture of the innovations that are observed in Russian education.

Personal UUDs provide an opportunity for a child to get to know himself, to find out the characteristics of his personality; they are aimed at forming an ethical and moral assessment of actions.

The UUD program by grade includes cognitive skills, which are reduced to the ability to perceive information, process it, analyze it, obtain data, and create a new educational trajectory.

Communication skills imply the student’s ability to interact with classmates and teachers. School is an important stage in a child’s socialization and helps to overcome problems related to interpersonal relationships.

Regulatory actions are aimed at creating a plan of action related to the educational process. The student learns to create a routine for his day, which will help him in later life.

Features of homeschooling

The main emphasis is on the formation of communications, on interpersonal relationships, the development of one’s own horizons, the development of logic and the ability to express one’s thoughts. In a broad sense, the term “learning ability” represents a child’s ability to learn. Universal educational actions are the subject’s ability for self-analysis, development, self-improvement through active and conscious acquisition of new social experience.

In a narrow sense, this term implies the sum of a student’s actions that allow him to independently organize the educational process.

Functions of universal educational actions

UUDs perform several functions, each of which is of particular importance for schoolchildren:

• they provide the child with opportunities for independent learning, help him set educational goals, find and use the necessary tools, monitor and analyze the educational process, and evaluate his own results;
• create optimal conditions for the harmonious development of personality, self-development, the ability for continuous education, and the formation of competencies in all subject areas.

The formation of universal actions is carried out not only during lessons, but also in the process of preparing and conducting numerous educational activities, as well as in extracurricular activities.

Extracurricular work

In the second generation educational standards, the term “extracurricular activities” is considered as a mandatory element of the educational process. It has certain differences from the classroom-lesson system. Let's consider the main types of extracurricular activities that are used in a modern school:

• sections;
• thematic excursions;
• competitions, conferences, olympiads;
• scientific and search activities.

Such events are aimed at solving certain problems and obtaining results. Elements of research and project activities are also included in the educational process and help the teacher in his work. They are one of the main indicators of the professionalism of a modern Russian teacher.

Research in modern school

Research and design activities have acquired particular importance within the framework of the new Federal State Educational Standards. Research clubs and studios are appearing on the basis of ordinary Russian schools. Many gymnasiums and lyceums have their own scientific societies, which include not only schoolchildren and teachers, but also representatives from universities and research centers. The task of the school teacher is to introduce children to the features of research work.

The teacher helps his students choose a direction for research, draw up an algorithm and choose a sequence of actions, and work with scientific and methodological literature on the research problem. Depending on the subject area chosen by the children, there are certain trends in research activities. For example, work related to economic topics involves calculations, so the teacher gives the children an understanding of the types of errors and the formulas by which they can be calculated.

Works related to sociological research involve various surveys and studies. The teacher introduces the children to the rules for conducting them and the features of processing the results obtained.

Only after students have formed basic ideas about conducting research do they begin independent work. After the research is completed, the children present their results to their peers. For example, as part of a scientific and educational conference, novice researchers present their own works in abstract form and get acquainted with the works of other schoolchildren.

Public speaking, which is an integral part of any scientific and practical conference, contributes to the formation of oral and conversational skills.

In addition to individual research, collective projects are used in extracurricular work. A team is formed that works on a specific task, for example, developing the design of a school territory. Through joint activities, children develop teamwork skills and gain excellent social experience. Federal standards of the second generation, according to which the educational process in a modern Russian school is built, require project or research activities for each child.

Upon completion of the main stage of training, students must present a finished project. It is considered a mandatory stage for admission to the final exams for the basic school course.

The importance of extracurricular activities

The child not only replenishes his intellectual reserve, but also gains the skills of cooperation, self-development, and self-education. It is extracurricular activities that contribute to the full and comprehensive development of a child’s personality.

Effective extracurricular work is the key to graduates’ success in subsequent professional activities.

Conclusion

Regulatory actions help the child to evenly distribute his activities even while studying at school. The student builds individual educational and cognitive work, sets a goal, forms an algorithm, determines the means of carrying out the work, and selects a control option.

Thanks to cognitive universal actions, the child develops the ability to work with information, which is especially important in the modern world.

Innovations used in the modern educational process are aimed at the formation of a harmoniously developed personality, capable of responding to their actions, making important and responsible decisions. Universal educational activities included in all subjects of the school curriculum have specific differences, but they all fulfill one common educational and educational task.

The formation of UUD in the classroom helps the younger generation to understand the world around them, build an independent search process, conduct research, and carry out operations aimed at systematizing, generalizing, and processing the information received.

Today the request is made not just for a person, but for a Personality, which must have a whole set of qualities:

Independence in decision making and choice;

The ability to be responsible for your decisions;

The ability to bear responsibility for oneself and for loved ones;

Willingness to act in non-standard situations;

Possession of teaching techniques and readiness for constant retraining;

Possession of a set of competencies, both key and in various areas of knowledge, etc.

It is clear that the task of raising a person with such qualities over the years of schooling is extremely difficult.

Achieving this goal becomes possible thanks to the formation of a learning learning system, mastery of which gives students the opportunity to independently successfully acquire new knowledge, skills and competencies based on the formation of the ability to learn.

So, what do universal learning activities provide?

The main types of UUD include:

Personal

Cognitive

Regulatory

Communication

Personal UUDs include:

Self-determination

Sensemaking

Moral and ethical standards

Regulatory UUDs include:

Goal setting

Planning

Forecasting

Control

Correction

Communicative UUDs include:

Interaction

Cooperation

Communication

Cognitive UUDs include:

General education UUD:

Searching for the necessary information to complete educational tasks using educational literature;

Use of symbolic means (graphs, models, diagrams, tables);

Conscious and voluntary construction of speech utterances in oral and written form;

Focus on a variety of ways to solve problems;

Structured knowledge

Logical learning activities:

Basics of semantic reading (the ability to isolate essential information from texts of various types)

Ability to analyze objects (identify essential features)

Ability to compare, seriate and classify according to specified criteria

Ability to establish cause and effect relationships

The ability to build reasoning, evidence, put forward hypotheses and their justification

Statement and solution of the problem:

Formulation of the problem

Creating ways to solve a problem

Solution

In modern conditions, the teacher’s task is to show the student the path to knowledge, to teach him to learn. Therefore, the priority direction of new educational standards for both primary and basic education is the task of forming not only subject theoretical knowledge, but also the formation of universal educational activities as one of the ways to improve the quality of education.

Modern educational technologies in the aspect of implementation of the Federal State Educational Standard, ensuring the formation of cognitive universal actions

Technologies	Methods	Formed UUD
Problem-based learning	Creating a problem situation	Cognitive: general educational cognitive actions, problem formulation and solution
Pedagogy of cooperation	Joint activity, heuristic conversation, collective conclusion, comparison	Cognitive: logical universal actions
Individual - differentiated approach	Multi-level tasks
Competence-oriented training	Research work, project activities	Cognitive: general educational cognitive actions, formulation and solution of problems, logical universal actions
Information and communication technologies	Introduction to new material on a PC, testing, presentation, interactive whiteboard	Cognitive: logical universal actions, general educational cognitive actions.

The formation and development of cognitive learning skills in the classroom occurs through various types of tasks. :

. "Find the Differences"

. "Search for the odd one out"

. "Labyrinths"

. "Chains"

Drawing up support diagrams

Working with different types of tables

Diagram creation and recognition

Working with dictionaries

The result of the formation of cognitive learning tools will be the student’s ability to:

Identify the type of problems and ways to solve them;

Search for the necessary information needed to solve problems;

Distinguish between reasonable and unfounded judgments;

Justify the stages of solving an educational problem;

Analyze and transform information;

Conduct basic mental operations (analysis, synthesis, classification, comparison, analogy, etc.);

Establish cause-and-effect relationships;

Possess a general technique for solving problems;

Create and transform diagrams necessary to solve problems;

Select the most effective way to solve a problem based on specific conditions.

In elementary school, while studying various subjects, a student, at the level of capabilities of his age, must master methods of cognitive, creative activity, master communication and information skills, and be ready to continue his education. Successful education in primary school is impossible without the formation of educational skills in younger schoolchildren, which make a significant contribution to the development of the student’s cognitive activity, since they are general educational, that is, they do not depend on the specific content of the subject. Moreover, each academic subject, in accordance with the specific content, takes its place in this process.

Measuring the level of UUD formation:

Performing specially designed diagnostic tasks (assessing the formation of a specific type of UUD)

Successful completion of educational and practical tasks using educational subjects

Successful completion of complex tasks on an interdisciplinary basis.

Place of work, position: primary school teacher

The changes taking place in modern social life have necessitated the development of new approaches to the system of training and education.

Children today have changed a lot compared to the time when the previous education system was created. It is quite natural that certain problems have arisen in the training and education of the current young generation. Let's look at some of them:

· There is a gradual washout of preschool activities and their replacement with educational-type activities. Role-playing play does not occupy a leading place in the life of an older preschooler, which leads to developmental difficulties, arbitrariness of behavior, imaginative thinking, motivational sphere, without ensuring the formation of psychological readiness for school education;

· adults’ focus exclusively on the child’s mental development to the detriment of spiritual and moral education and personal development is alarming. As a consequence of this process - loss of interest in learning;

· Children's awareness has increased sharply. If earlier school and lessons were sources for a child to obtain information about the world, man, society, nature, today the media and the Internet turn out to be a significant factor in the formation of a child’s picture of the world, and not always positive;

· modern children read little, especially classical and fiction literature. Television, films, and videos are replacing literary reading. Hence the difficulties in learning at school associated with the impossibility of semantic analysis of texts of various genres; lack of formation of an internal action plan; difficulty in logical thinking and imagination;

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

· the category of gifted and capable children in secondary schools is decreasing, and the number of children who cannot work independently, “intellectually passive”, children with learning difficulties, and simply problem children is increasing.

Thus, it is obvious that primary education requires new approaches, which are embedded in the second generation state standards.

The modern education system should be aimed at developing a highly educated, intellectually developed personality with a holistic view of the world. Primary school education is the foundation of all subsequent education.

What is the role of a primary school teacher in the transition of a school to work according to new educational standards?

The most important thing, in my opinion, is that the educational standard of the new generation sets new goals for the teacher. Now in primary school, a teacher must teach a child not only to read, write and count, but also must instill two groups of new skills. Firstly, these are universal learning activities that form the basis of the ability to learn. Secondly, to develop children’s motivation to learn. Today, educational results of a supra-subject, general educational nature come to the fore.

In elementary school, while studying various subjects, a student, at the level of capabilities of his age, must master methods of cognitive, creative activity, master communication and information skills, and be ready to continue his education.

Most teachers will have to restructure their thinking based on the new challenges posed by modern education. The content of education does not change much, but when implementing the new standard, each teacher must go beyond the scope of his subject, thinking, first of all, about the development of the child’s personality, the need to develop universal educational skills, without which the student will not be able to be successful at the next stages of education, nor in professional activities.

Successful education in primary school is impossible without the formation of educational skills in younger schoolchildren, which make a significant contribution to the development of the student’s cognitive activity, since they are general educational, that is, they do not depend on the specific content of the subject. Moreover, each academic subject, in accordance with the specific content, takes its place in this process.

For example, already in the first literacy lessons, the child is given educational tasks, and first, together with the teacher, and then independently, he explains the sequence of educational operations (actions) that he carries out to solve them. Thus, when conducting sound analysis, first-graders focus on the model of the word and give its qualitative characteristics. To do this, they must know all the actions necessary to solve this educational task: determine the number of sounds in a word, establish their sequence, analyze the “quality” of each sound (vowel, consonant, soft, hard consonant), designate each sound with the corresponding color model. At the beginning of training, all these actions act as subject-specific ones, but a little time will pass and the student will use the action algorithm when working with any educational content. Now the main result of training is that the student, having learned to build a plan for completing a learning task, will no longer be able to work differently.

In this regard, the role of the primary school teacher changes significantly in terms of understanding the meaning of the process of teaching and education. Now the teacher needs to build the learning process not only as a process of mastering a system of knowledge, skills and competencies that form the instrumental basis of a student’s educational activity, but also as a process of personal development, the adoption of spiritual, moral, social, family and other values.

Formation of universal learning activities (UAL).

What are “universal learning activities”? In a broad sense, the term “universal learning activities” means the ability to learn, i.e. the ability for self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower sense, this term can be defined as a set of ways of a student’s actions that ensure his ability to independently acquire new knowledge and skills, including the organization of this process.

The formation of universal educational actions in the educational process is carried out in the context of mastering various academic disciplines. Each academic subject, depending on the subject content and ways of organizing students’ educational activities, reveals certain opportunities for the formation of educational learning.

Functions of universal educational actions:

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

· creating conditions for the harmonious development of personality and its self-realization based on readiness for continuous education; ensuring the successful acquisition of knowledge, the formation of skills, abilities and competencies in any subject area.

The universal nature of educational activities is manifested in the fact that they are supra-subject and meta-subject in nature, ensure the integrity of general cultural, personal and cognitive development, ensure continuity of all stages of the educational process, and underlie the organization and regulation of any student’s activity, regardless of its specific subject content.

As part of the main types of universal educational activities, 4 blocks can be distinguished.

Types of universal educational activities (based on materials from the Federal State Educational Standard of Education)

Cognitive UUD - includes general educational, logical, sign-symbolic.

These types of UUD are also formed in the process of studying various academic disciplines.

For example, in mathematics lessons you can use support diagrams to solve different types of problems. Every teacher uses such diagrams when compiling short notes for tasks. Moreover, depending on the conditions of the task, the scheme is modified by the student himself. The use of such schemes brings positive results. Also in your work you can use a unified algorithm for solving problems, “circular” problem schemes, and sets of place value cards. The set includes units cards 1-9, tens cards 10-90 and hundreds cards 100-900. Similar cards can be used when working with multi-digit numbers, as well as when counting.

In Russian language lessons, various forms of presenting educational content and educational tasks (symbols, diagrams, tables, algorithms) are widely introduced. A single reminder “I write correctly” is used. In addition, he uses spelling cards. Students remember difficult concepts faster, and an algorithm for answering a commented letter is formed.

All this helps the child to include all types of memory in the memorization process, materializes spelling concepts, allows him to develop observation skills, and develops the ability to analyze, compare, and draw conclusions.

Cognitive educational activities include general educational, logical actions, as well as actions of posing and solving problems.

General educational universal actions:

· independent identification and formulation of a cognitive goal;

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

· structuring knowledge;

· conscious and voluntary construction of a speech utterance in oral and written form;

· selection of the most effective ways to solve problems depending on specific conditions;

· reflection on methods and conditions of action, control and evaluation of the process and results of activity;

· semantic reading; understanding and adequate assessment of the language of the media;

· formulation and formulation of problems, independent creation of activity algorithms when solving problems of a creative and exploratory nature.

Regulatory educational activities ensure that students organize their educational activities (goal setting, planning, forecasting, planning, control, correction, evaluation, self-regulation).

Regulatory learning activities ensure that students organize their learning activities. These include:

· goal setting - as setting an educational task based on the correlation of what is already known and learned by the student and what is still unknown;

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

· forecasting – anticipation of the result and level of assimilation; its temporal characteristics;

· control in the form of 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 actual product;

· assessment – ​​identification and awareness by the student of what has already been learned and what still needs to be learned, assessing the quality and level of learning;

· self-regulation as the ability to mobilize strength and energy; the ability to exert volition – to make a choice in a situation of motivational conflict and to overcome obstacles.

During primary school age, the formation of such a key competence as communication occurs.

Communicative UUDs - provide social competence and orientation towards other people, the ability to listen and engage in dialogue, participate in collective discussion of problems, integrate into a peer group and build productive cooperation with adults and peers.

Therefore, every day it is necessary to create conditions related to the introduction of cooperation in learning.

Lessons on technology, literary reading and the surrounding world can be conducted using the “Pedagogical workshops in primary school practice” technology, which is based on the work of children in groups. Students jointly plan activities, distribute roles, functions of each group member, forms of activity, and correct mistakes.

It is very important that in lessons every child has the opportunity to express his opinion, knowing that this opinion will be accepted.

Communicative UUDs provide social competence and consideration of the position of other people, a communication or activity partner, the ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive interaction and cooperation with peers and adults.

Types of communicative actions are:

· planning educational collaboration with the teacher and peers - defining goals, functions of participants, methods of interaction;

· asking questions – proactive cooperation in searching and collecting information;

· conflict resolution – identification, identification of problems, search and evaluation of alternative ways to resolve conflicts, decision-making and its implementation;

· management of 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, mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

Personal UUD provide students with value and semantic orientation (the ability to relate actions and events with accepted ethical principles, knowledge of moral standards 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:

· self-determination - personal, professional, life self-determination;

· meaning formation - the establishment by students of a connection between the purpose of educational activity and its motive. In other words, between the result of the teaching and what motivates the activity, for the sake of which it is carried out. The student must ask the question “what meaning does the teaching have for me,” and be able to find an answer to it;

· moral and ethical orientation - the action of moral and ethical assessment of the assimilated content, ensuring personal moral choice based on social and personal values.

It is known that at first it is very difficult to create a children's class team. In order to instill the rules of moral standards, moral behavior, and establish interpersonal relationships, a lot of work needs to be done: class hours, individual conversations, organizing joint holidays, extracurricular activities, studying everyone’s interests, discussing certain actions from a moral standpoint.

Thus, the formation of educational learning systems that ensure the solution of problems of general cultural, value-personal, cognitive development of students is implemented within the framework of an integral educational process, in the course of studying the system of academic subjects, in meta-subject activities, organizing forms of educational cooperation in solving important problems of students’ life activity. However, everything can be useful only if a favorable atmosphere is created in the classroom - an atmosphere of support and interest in each child. I believe that the main goal of primary education is to help a child awaken all the inclinations inherent in him through educational activities, to understand himself, to find himself, in order to ultimately become a Human Being, at least to want to overcome the negative in himself and develop the positive. The decisive role in this belongs to the teacher. Every teacher should understand what he strives for in raising and teaching children.

The development of the UUD system as a part of personal, regulatory, cognitive and communicative actions that determine the formation of the psychological abilities of the individual is carried out within the framework of the normative age development of the personal and cognitive spheres of the child. The learning process determines the content and characteristics of the child’s educational activity and thereby determines the zone of proximal development of the indicated learning activities - 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 development of students’ learning skills are:

· compliance with age-psychological regulatory requirements;

· compliance of UUD properties with pre-specified requirements.

Conditions ensuring the development of UUD

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

The formation of UUD as the goal of the educational process determines its content and organization.

The formation of UUD occurs in the context of mastering various subject disciplines.

How to form Universal learning activities?

List of UUD formation technologies

The teacher pays attention to the developmental value of any task, using specialized developmental tasks, asking questions, for example, D. Tollingerova’s taxonomy of educational tasks.

The teacher notes the child’s progress compared to his past results.

The teacher shows why this or that knowledge is needed, how it will be useful in life, unobtrusively conveying the meaning of the teaching to the children.

The teacher involves children in the discovery of new knowledge when mastering new material.

The teacher teaches children how to work in groups, shows how to come to a common decision in group work, helps children resolve educational conflicts, teaching constructive interaction skills.

During the lesson, the teacher pays great attention to self-testing of children, teaching them how to find and correct a mistake, children learn to evaluate the results of a task using the proposed algorithm, the teacher shows and explains why this or that mark was given, teaches children to evaluate work according to criteria and independently choose criteria for evaluation.

The teacher not only evaluates himself, but also allows other children to participate in the evaluation process at the end of the task. At the end of the lesson, the teacher and the children evaluate what the children have learned, what worked and what didn’t.

The teacher sets the goals of the lesson and works with the children towards the goals - “in order to achieve something, every participant in the lesson must know the goal.”

The teacher teaches children the skills that will be useful to them in working with information - retelling, drawing up a plan, and teaches them to use different sources used to search for information.

The teacher pays attention to the development of memory and logical operations of thinking, various aspects of cognitive activity.

The teacher draws attention to general methods of action in a given situation.

The teacher uses project forms of work in class and extracurricular activities.

The teacher teaches the child to make moral choices as part of working with value-based material and analyzing it.

The teacher finds a way to captivate children with knowledge.

The teacher believes that the child must be able to plan and predict his actions.

The teacher includes children in constructive activities, collective creative activities, involving them in organizing events and encouraging children’s initiatives.

The teacher always gives a chance to correct a mistake and shows that a mistake is normal. The main thing is to be able to learn from mistakes.

The teacher helps the child find himself, creating an individual route, providing support, creating a situation of success.

The teacher teaches the child to set goals and look for ways to achieve them, as well as solve problems that arise.

The teacher teaches children to draw up an action plan before starting to do something.

The teacher unobtrusively conveys positive values ​​to children, allowing them to live them and see by their own example their importance and significance.

The teacher teaches different ways of expressing one’s thoughts, the art of argument, defending one’s own opinion, and respecting the opinions of others.

The teacher organizes activity forms within which children could live and acquire the necessary knowledge and value range.

The teacher teaches children ways to effectively memorize and organize activities.

The teacher shows how to distribute roles and responsibilities when working in a team.

The teacher actively includes everyone in the learning process and also encourages learning collaboration between students, students and the teacher.

The teacher and students solve educational problems together.

The teacher builds a lesson in an activity paradigm, based on the structure of the formation of mental actions by P. Galperin.

The teacher uses the interactive capabilities of ICT during the lesson.

The teacher organizes work in pairs of shifts, within the framework of training stations.

The teacher gives children the opportunity to independently choose tasks from those proposed.

The teacher teaches children to plan their leisure time.

The teacher organizes constructive joint activities.

One of the most effective techniques is for each student to create their own “Map of Knowledge and Achievements”

The Achievement Map can help students:

Consciously select the educational material that is necessary to solve educational and practical problems.

Allows you to designate and realize your individual path of movement in a subject.

Make assumptions about possible future advancements.

The “Map of Knowledge and Achievements” can become a means of:

Planning

Retention of subject logic during the academic year

Reflections on an individual path of movement in an educational subject

The connection between universal educational activities and the content of educational subjects

The formation of universal educational actions in the educational process is carried out in the context of mastering various subject disciplines.

1. The formation of UUD is a purposeful, systematic process that is implemented through all subject areas and extracurricular activities.

2. The UUDs specified by the standard determine the emphasis in the selection of content, planning and organization of the educational process, taking into account the age-psychological characteristics of students.

3. The scheme of work on the formation of specific UUDs of each type is indicated in the thematic planning.

4. Ways to take into account the level of their development - in the requirements for the results of mastering the curriculum for each subject and in extracurricular activity programs.

5. The results of mastering the UDL are formulated for each class and serve as a guideline for organizing monitoring of their achievement.

Planned results for the formation of UUD for primary school graduates

Personal:

Personal development.

Understands the meaning of the concept “family.”

Understands the meaning of the concepts “good”, “patience”, “homeland”, “nature”, “family”.

Able to evaluate life situations and actions of characters in literary texts from the point of view of universal human norms.

Mastered the role of a student. Interest (motivation) in learning has been formed.

Has an internal position, adequate motivation for educational activities, including educational and cognitive motives.

Able to focus on moral standards and their implementation.

Communicative:

Actively interacts with peers and adults, participates in joint games, and organizes them.

Has initial skills of working in a group.

Knows how to plan educational collaboration with the teacher and peers: determines the goal, functions of the participants, and method of interaction.

Understands the meaning of simple text; knows and can apply initial methods of searching for information (ask an adult, peer, look in the dictionary).

Able to search for information, think critically about it, compare it with information from other sources and existing life experience.

Shows broad curiosity, asks questions regarding near and distant objects and phenomena.

Able to ask educational questions.

Able to pose questions for proactive cooperation in searching and collecting information.

Able to negotiate, take into account the interests of others, restrain his emotions, and shows friendly attention to others.

Knows how to listen, accept someone else's point of view, and defend his own.

Knows how to resolve conflicts:

· reveals and identifies the problem,

· finds and evaluates alternative ways to resolve the conflict,

· makes a decision and implements it;

Discusses emerging problems and rules during joint activities.

Knows how to negotiate.

Knows how to manage a partner’s behavior: controls, corrects, evaluates his actions.

Keep the conversation going on a topic that is interesting to him.

Constructs a simple speech statement.

Able to express his thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; speaks monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

Cognitive:

General education

Identifies and formulates a cognitive goal with the help of a teacher.

Independently identifies and formulates a cognitive goal.

Searches and identifies specific information with the help of the teacher.

Searches and highlights the necessary information.

Finds information in a dictionary.

Applies information retrieval methods, including using computer tools.

Structures knowledge.

Constructs a speech utterance orally with the help of a teacher.

Consciously and voluntarily constructs a speech utterance in oral and written form.

Shows independence in gaming activities, choosing one or another game and methods of its implementation.

Selects the most effective ways to solve problems depending on specific conditions.

Able to evaluate one type of activity in a lesson with the help of a teacher;

Reflects on the methods and conditions of action, monitors and evaluates the process and results of activities.

Able to listen, understand and retell simple texts.

Listens and understands the speech of others, reads expressively and retells short texts.

Understands the purpose of reading and comprehends what is read.

Selects the type of reading depending on the purpose.

Finds answers to questions using his life experience and various information.

Extracts the necessary information from listened texts of various genres.

Identifies primary and secondary information.

Fluently navigates and perceives texts in artistic, scientific, journalistic and official business styles.

Understands and adequately evaluates the language of the media.

Able to work according to the plan proposed by the teacher.

Independently creates an algorithm of activities when solving problems of a creative and search nature.

Uses sign-symbolic actions.

Models the transformation of an object (spatial-graphic or symbolic-symbolic).

Knows how to use subject substitutes, and also knows how to understand images and describe using visual means what he saw and his attitude towards it.

Transforms the model in order to identify general laws that define a given subject area.

Regulatory

Able to show initiative and independence in various types of children's activities.

Accepts and saves the learning task.

Able to set an educational task based on the correlation of what is already known and learned by students and what is still unknown.

Able to discuss emerging problems and rules.

Knows how to choose his own occupation.

Takes into account the action guidelines identified by the teacher in the new educational material in collaboration with the teacher.

Highlights guidelines for action in new educational material.

Plans his actions together with the teacher in accordance with the assigned task and the conditions for its implementation.

Able to plan, i.e. determine sequences of intermediate goals taking into account the final result; knows how to draw up a plan and determine the sequence of actions.

Able to build an internal plan of action in gaming activities.

Transfers the skills of constructing an internal action plan from gaming activities to educational ones.

Able to predict the result and level of knowledge acquisition and its time characteristics.

Masters the rules of planning, control of the solution method.

Able to make necessary additions and changes to the plan and method of action in the event of a discrepancy between the standard, the actual action and its result

Masters methods of final, step-by-step control based on results.

Able to correlate the method of action and its result with a given standard.

“The standard is based on recognition of the value-moral and system-forming importance of education in the sociocultural modernization of modern Russian society, meeting the current and future needs of the individual and society, the development of the state, strengthening its defense and security, the development of domestic science, culture, economics and the social sphere.”

This provision can be considered as one of the strategic lines for the long-term development of Russian education and, of course, means the need to orient today's learning process to tomorrow. Here it is necessary to note what kind of learning process can be considered relevant, that is, corresponding to the requirements of society, the state and the achievements of psychological and pedagogical sciences. The current learning process is called so because it changes the role of the student: from a passive, contemplative being who does not master the activities leading to this stage of life, he turns into an independent, critically thinking person.

Therefore, learning should be structured as a process of “discovery” of specific knowledge by each student. The student does not accept it ready-made, and the activities in the lesson are organized in such a way that it requires effort, reflection, and search from him. The student has the right to make mistakes, to have a collective discussion of the hypotheses put forward, evidence put forward, analysis of the causes of errors and inaccuracies and their correction. This approach makes the learning process personally significant and forms in the student, as psychologist A.N. Leontyev, “really operating motives.”

This is what forced us to abandon the orientation of teaching methods towards reproductive methods. The authors of the textbooks saw the main task in the development of research and exploratory educational tasks: problem situations, alternative questions, modeling tasks, etc., which contribute to the fact that the student becomes an equal participant in the educational process. This, of course, does not mean that the leading role of the teacher is reduced, but it is hidden for the student. Guidance does not come down to presenting a sample or instructions that need to be remembered and reproduced, but involves organizing joint reflection, search, observations (of a natural object, a linguistic unit, a mathematical object, etc.), independent construction of algorithms, etc.

Memo for teachers

on the formation and development of universal educational activities.

Any actions must be meaningful. This applies primarily to those who demand action from others.

The development of internal motivation is an upward movement.

The tasks that we set for the child must not only be understandable, but also internally pleasant to him, that is, they must be significant for him.

FOR A FIRST GRADE STUDENT REQUIRED:

Create an atmosphere of success.

Helping your child learn is easy.

Help you gain confidence in your strengths and abilities.

Do not skimp on encouragement and praise.

Become a creator and then every new step in your professional activity will become a discovery of the world of the child’s soul.

Bibliography

1. A.G. Asmolov. How to design universal learning activities in primary school. From action to thought. – M.: Enlightenment. 2008

2. Federal state educational standard for primary general education. – M.: Education. 2010

Due to the fact that the Ministry of Education has switched to a new standard for teaching children in kindergartens, schools, colleges and universities, teachers immediately have several tasks. One of them is to raise an active, successful and talented student.

Our task is to explain to teachers what personal learning activities are in primary school and how they are formed. But for this it is necessary to understand the structure of universal actions. So, first things first.

What are the types of UUD (universal learning activities)

According to the new educational standard, it is customary to distinguish 4 types:

• Personal.
• Cognitive.
• Communicative.
• Regulatory.

What is the essence of personal actions?

Already from the name it becomes clear that personal learning activities in elementary school should be directed by students towards themselves. In other words, personal universal actions are needed so that children are able to correlate their actions and incidents with accepted cultural and ethical principles. In addition, they provide knowledge and assimilation of moral standards, as well as the child’s orientation in social roles and relationships in society.

A teacher should understand that personal educational standards according to the Federal State Educational Standard will never be formed if a child spends 40 minutes taking notes on a textbook paragraph in class.

Types of actions

If actions are applied to the educational process in the lesson, then today they should be divided into three types:

• Self-determination - thanks to this action, students seek their place in the world and society.
• Meaning formation - students establish a connection between the learning process and the motive. In other words, during the lesson, the child must ask himself the question: “What is the meaning of this teaching for me?” In addition, he must also find the answer to this question.
• A moral and ethical guideline is necessary so that children can make personal decisions based on social values.

Groups of personal UUD

Teachers and methodologists jointly developed 2 groups of personal universal educational actions:

1. Personal UUDs are important because they reflect the child’s attitude to social values ​​in society.

The younger student must:

• Establish a connection and belonging not only to your people, but also to the state.
• Understand and respect the values ​​and cultures of other nationalities.
• Be interested in the culture of the people and the country in which he was born and lives.
• Be able to distinguish between the main moral and ethical norms and concepts.
• Identify actions and actions with moral standards; feel how he acted - “good” or “bad”.
• Understand and feel the emotional state of others, and taking this into account, build a constructive dialogue with them.
• Analyze situations and events from a moral and ethical point of view.
• Explain your actions, show in situations such feelings as goodwill, attentiveness, trust, and so on.

2. Personal learning indicators reflect the child’s attitude towards the educational process.

The younger student must:

• Understand the speech of the teacher and classmates.
• Strive for the process of learning, that is, the child should be surprised and interested, show attention and want to learn as much as possible.
• Evaluate your actions.
• Be able to collaborate with classmates. In other words, accept the opponent’s opinion during a dispute or discussion, be patient and friendly, show confidence in the participant or interlocutor of a common cause, and also take into account the point of view of another person.

How personal UUDs are formed in elementary school

It should be noted that this process is lengthy. The teacher needs to be patient. But what needs to be done for this?

First, the teacher’s actions must be meaningful.

Secondly, a teacher, like a child, needs to develop internal motivation, that is, to move upward.

Thirdly, the task set by the teacher for the student must be understandable, but also internally pleasant to the child, this means that this matter will become significant for him.

Fourthly, there should be an atmosphere of success in the classroom.

Fifthly, not only the teacher, but also the neighbor at the desk should help the child.

Sixthly, the teacher should not skimp on praise and encouragement, because a competent teacher must have an assessment system in place that children should know.

Seventh, the teacher himself needs to learn to be a creator, so that every step he takes becomes a discovery for the child.

Now let's look at practical tips for teachers on developing personal learning experiences in the classroom.

Literary reading

The lesson should involve working with literary works. And children need to follow the fate of the main characters throughout the text. In parallel with reading, students should compare the image of “I” with the heroes of the works they are reading. But that's not all. Interested readers should identify with the characters in the fairy tale or story. Children need to actively compare and contrast their positions, views and opinions. The teacher should help identify the moral content and moral significance of the characters’ actions. The educational component in literary reading lessons should introduce children to the heroic past of the people and the country in which they live. Such familiarity should not be represented by watching a “dry” presentation. The presentation should be carried out in class in such a way that children feel feelings of concern and pride towards the citizens of the country. This way the development of universal actions will proceed smoothly.

For example: when studying the works of Boris Zakhoder, during the lesson, students compare the image of “I” with the heroes of the works, and also identify themselves with them in order to discuss different opinions and positions.

If in the calendar-thematic planning there is a lesson dedicated to fairy tales, then after studying them you can give the children a task: come up with a character and compose a fairy tale. At this stage of the lesson, the development of personal learning skills occurs. It consists in identifying the moral significance and morality in the actions of the character. As a result of this task, a collage entitled “Characters of New Fairy Tales” can be created. The main task of the teacher is to ensure that during the lesson, students are not afraid to do things at the creative stage not “as expected,” but as they see fit in accordance with moral standards.

The world

Many guys love this lesson, as they consider it one of the most interesting. It's hard to argue with that. Personal UDL in primary school during the lesson of the surrounding world are formed through the formation of a worldview, as well as the child’s life self-determination. In addition, in this lesson, children develop the basics of the near and distant past. But that's not all. During the lesson on the surrounding world, elementary school students develop competent and natural behavior. All this will come true thanks to design work, for example: “Bird Life”.

A few words about diagnostics

It is already established that every year children must undergo diagnostics of personal developmental disorders. In some schools, future first-graders are tested upon admission. This is necessary to do in order to understand how ready the child is for school, oriented in social roles, and how he interacts with others.

Remember that the diagnosis of personal UUDs takes place both at the beginning of the school year and at the end. Collections for determining the level of development of UUD have already been developed for each educational program. The teacher just needs to go to the nearest bookstore.

Conclusion

It is worth understanding that types of universal educational actions, in particular personal ones, will be formed more effectively if the teacher uses the following methods in his work:

• Problem-based learning.
• Group and paired forms of work in the lesson.
• Methods that are aimed at students’ independent activities.
• Methods of self-assessment and reflection.
• And others.