System-activity approach as the basis for the implementation of GEF DO

« It is necessary that children, if possible, learn on their own, and the teacher supervises this. independent process and gave material for him” K.D. Ushinsky.

System-activity approach - methodological basis concepts state standard general education second generation.

The GEF is based on a system-activity approach that provides:

• education and development of personality traits that meet the requirements of the information society;
• development of the content and technologies of education that determine the ways and means of personal and cognitive development students;
• development of the personality of the student based on the assimilation of universal learning activities knowledge and development of the world;
• recognition of the decisive role of ways of organizing educational activities and interaction of participants educational process in achieving the goals of personal, social and cognitive development of students;
• taking into account the role and significance of activities and forms of communication to determine the goals and ways of education and upbringing;
• diversity organizational forms and accounting individual features each student (including gifted children and children with handicapped health);
• enrichment of forms of interaction with peers and adults in cognitive activity.

A task modern preschool - prepare a graduate who has the ability and desire to acquire knowledge that allows him to feel confident in independent living. The use of a system-activity approach in the educational process allows you to create the environment necessary for the formation modern graduate DOW.

At present, the use of techniques and methods in teaching that form the ability to independently acquire new knowledge, collect the necessary information, put forward hypotheses, draw conclusions and conclusions, develop the skills and abilities of independence and self-development in preschoolers is becoming increasingly relevant in the educational process.

This can be achieved by a system-activity approach to learning, the main goal of which is to teach how to learn.

Implementation of the activity method technology in practical teaching provided by the followingsystem didactic principles:

1. Operation principlelies in the fact that the child, receiving knowledge not in ready-made, but extracting them himself.

2. Continuity principlemeans such an organization of learning, when the result of activity at each previous stage provides the beginning of the next stage.

3. The principle of a holistic view of the worldmeans that the child should form a generalized, holistic view of the world (nature-society-itself).

4 . The principle of psychological comfortinvolves the removal of stress-forming factors of the educational process, the creation in the preschool educational institution and in the classroom friendly atmosphere focused on the implementation of the ideas of pedagogy of cooperation.

6. The principle of variabilityinvolves the development of variant thinking in children, that is, an understanding of the possibility of various options for solving a problem, the formation of the ability to systematically enumerate options and choose the best option.

7 . The principle of creativityassumes a maximum focus on creativity in the educational activities of preschoolers, their acquisition own experience creative activity. Formation of the ability to independently find solutions to non-standard problems.

The holistic structure includes six successive stages:

1. Introduction to the situation;
2. Update;
3. Difficulty in the situation;
4. Discovery by children of new knowledge (method of action);
5. Inclusion of new knowledge (method of action) in the system of knowledge and skills of the child;
6. Reflection (summary).

Introduction to the situation

At this stage, conditions are created for the emergence in children of an internal need (motivation) for inclusion in activities. Children fix what they want to do (the so-called "children's goal"). It is important to understand that a “childish” goal has nothing to do with an educational (“adult”) goal.

To do this, the educator, as a rule, includes children in a conversation that is necessarily personally significant for them, related to their personal experience.

The emotional inclusion of children in the conversation allows the teacher to smoothly move on to the plot, with which all previous stages will be connected.

The key phrases for completing the stage are the questions:“Do you want?”, “Can you?”

With the first question ("Would you like?"), the teacher shows the possibility of the child's freedom of choice of activity. Not by chance next question sounds like "can you do it?" To this question, all children usually answer: “Yes! We can!” By asking questions in this sequence, the educator purposefully forms in children faith in their own strengths.

At the stage of introduction to the situation, a methodologically justified mechanism of motivation is fully activated (“I have to” - “I want” - “I can”). And at the same time, meaningful integration of educational areas and the formation of the most important integrative qualities of the individual are being carried out.

Update

This stage can be called preparatory to the next stages, at which children just have to make a “discovery” of new knowledge for themselves. Here, in the process of a didactic game, the educator organizes substantive activity children, in which mental operations (analysis, synthesis, comparison, generalization, classification, etc.) are purposefully updated, as well as the knowledge and experience of children necessary for them to independently build a new mode of action. At the same time, children are in the game plot, moving towards their “childish” goal and do not even realize that the teacher, as a competent organizer, is leading them to new discoveries.

In addition to training mental operations and updating the experience of children, the educator pays attention to the development of such integrative qualities as the ability to listen to an adult, follow his instructions, work according to the rule and model, find and correct his mistakes, etc.

The actualization stage, like all other stages, should be permeated with educational tasks, the formation in children of primary value ideas about what is good and what is bad (for example, you can’t fight, offend the little ones, it’s not good to tell a story, you need to share, you need to respect adults, etc.). d.).

Difficulty in the situation

This stage is the key one, since it contains, as in a "seed", the main components of the structure of reflexive self-organization, which make it possible to determine the right way to overcome the difficulty. Within the framework of the chosen plot, a situation is modeled in which children encounter difficulties in individual activities.

The teacher with the help of a system of questions"Did you?" - "Why couldn't you?"helps children gain experience of fixing the difficulty and identifying its cause.

Since the difficulty is personally significant for each child (it prevents the achievement of its "childish" goal), the child has inner need in overcoming it, i.e. now cognitive motivation. Thus, conditions are created for the development of curiosity, activity, cognitive interest in children.

At preschool age this stage ends with the words of an adult:"So we need to find out ...", and in senior groups with a question:"What do you need to know now?" It is at this point that children acquire primary experience conscious setting up in fronteducational ("adult") purpose,at the same time, the goal is pronounced by them in external speech.

Thus, clearly following the stages of technology, the teacher leads the children to the fact thatthey themselves want to know "something".Moreover, this “something” is absolutely concrete and understandable to children, since they themselves (under the guidance of an adult) called reason for the difficulty.

Discovery of new knowledge (mode of action) by children

At this stage, the teacher involves children in the process of independently solving problems of a problematic nature, searching for and discovering new knowledge.

With a question“What should you do if you don’t know something?”the teacher encourages the children to choose a way to overcome the difficulty.

In early preschool age, the main ways to overcome difficulties are ways“I’ll think of it myself”, “I’ll ask someone who knows.”An adult encourages children to ask questions, teaches them to correctly formulate them.

In older preschool age, another way to overcome difficulties is added:“I’ll come up with it myself, and then I’ll check myself according to the model.”Using problem methods(leading dialogue, encouraging dialogue), the educator organizes independent construction children of new knowledge (method of action), which is fixed by children in speech and signs. Children develop such an important integrative quality as “the ability to decide age appropriate intellectual and personal tasks (problems). Children begin to comprehend their actions and their results, gradually becoming aware of the way in which new knowledge is acquired.

Thus, children gain experience in choosing a method for solving a problem situation, putting forward and substantiating hypotheses, and independently (under the guidance of an adult) “discovering” new knowledge.

Inclusion of new knowledge (method of action) in the system of knowledge and skills of the child

At this stage, the educator offers situations in which new knowledge (the constructed method) is used in conjunction with previously mastered methods. At the same time, the teacher pays attention to the ability of children to listen, understand and repeat the instructions of an adult, apply the rule, plan their activities (for example, questions like:“What are you going to do now? How will you complete the task?").In the senior and preparatory groups individual tasks can be performed in workbooks (for example, when playing "to school").

The ability of children to independently apply the acquired knowledge and methods of action to solve new tasks (problems), to transform the methods of solving problems (problems) develops. Particular attention at this stage is paid to the development of the ability to control the way of performing their actions and the actions of their peers.

Comprehension (summary)

This stage is a necessary element in the structure of reflexive self-organization, as it allows you to gain experience in performing such important tasks. universal action, as fixing the achievement of the goal and determining the conditions that made it possible to achieve this goal.

Using the system of questions "Where were?" - "What did you do?"- "Who did you help?" the educator helps the children comprehend their activities and fix the achievement of the "children's" goal.

Further with a question"Why did you succeed?"the educator leads the children to the fact that they have reached the "children's" goal due to the fact that they have learned new things and learned something. Thus, he brings together "children's" and educational ("adult") goals and creates a situation of success:“You succeeded ... because you learned (learned) ...”In the younger groups, the teacher pronounces the conditions for achieving the "children's" goal himself, and in the older groups, the children are already able to independently determine and voice the conditions for achieving the goal. Considering the importance of emotions in the life of a preschooler, Special attention here it should be given to creating conditions for each child to receive joy, satisfaction from a job well done.

The system-activity approach in education is not at all a combination of educational technologies or methodological techniques. This is a kind of philosophy of education, the methodological basis on which various systems developmental learning. The main idea of ​​the activity approach is connected not with activity itself as such, but with activity as a means of formation and development of the child's subjectivity.

“A bad teacher presents the truth, a good teacher teaches to find it” A. Disterverg

Anna Sy
The system-activity approach in the educational activities of the preschool educational institution as the basis of the Federal State Educational Standard of preschool education

"Tell me and I will forget

show me and I will remember

let me do it myself - and I will learn"

Chinese wisdom.

The system-activity approach is the organization of the educational process, in which the main place is given to active and versatile, to the maximum extent independent cognitive child's activities. Its key point is the gradual departure from informational reproductive knowledge to knowledge of action. it an approach to the organization of the learning process, in which the problem of self-determination of the child in the educational process comes to the fore.

Activity is a system of human actions aimed at achieving a specific goal.

Activity approach is the organization and management of the teacher activities child when solving specially organized learning objectives of varying complexity and problems. These tasks develop not only the subject, communicative and other types of competencies of the child, but also him as a person. (L. G. Peterson).

System - activity approach to learning implies that children have a cognitive motive (desire to know, discover, learn, master).

The role of the teacher in the implementation system - activity approach is great, since it is the teacher who is key figure in educational process. Principle activities identifies the child as figure in the educational process, and the teacher is assigned the role of organizer and coordinator of this process. It is difficult to overestimate the role teacher's activities, its influence on the process of formation and development of the child's personality. Here it is important all: and rejection authoritarian style communication in favor of democratic, and the personal qualities of the teacher, and his ability to self-development, and his professional competence.

Consider system-activity approach as the main form of organization of the NOD. Let's analyze the technology activity method, which is used during the GCD.

1. Creation of a problem situation.

2. Target setting.

3. Motivation to activities.

4. Designing solutions to a problem situation.

5. Taking action.

6. Analysis of results activities.

7. Summing up.

Creation of a problem situation. (process of involvement in activity)

1. Something to add or remove so that most children are interested.

2. Create a surprise moment or surprise effect (knock on the door, noise, rumble, etc.) .

3. Create intrigue ( "Wait, I'll show you something interesting soon" etc.)

Target setting.

1. Arrange a special situation (replace all soap with pebbles, chalk with sugar cubes)

2. agree on something with colleagues in advance.

Motivation to activities.

1. While walking in autumn.

- Guys, bring me the beautiful leaves that you find on the site or in the country on the way to kindergarten, they are very necessary for a surprise.

Children are interested: "What surprise?"

2. The teacher needs the help of children in something specific, he appeals to children: "Today guests will come to our group, I really want them to like it with us."

Designing solutions to a problem situation.

1. Give the opportunity to nominate various options solutions to the situation in order to solve the problem. Accept any options for children and offer to make a choice.

2. In progress activities always ask the kids "Why, why, are you doing this" so that the child comprehends each step. If the child does something wrong, give him the opportunity to understand what it is.

Analysis of results activities.

Don't ask the kids if they liked it or not. Ask necessary: "why did you do all this?" to see if the child has realized the goal.

Summarizing.

Praise not only for the result, but also for activity in progress.

signs various models organizations educational process.

1. Exclusion of the training block (but not the learning process).

2. Increasing the volume of block joint activities of adults and children, which includes not only educational activities, carried out during regime moments, but also directly educational activities

3. Changing the scope and content of the concept "directly educational activities»

Comparisons:

Training model

1. The child is the object of the formative influences of an adult (adult manages, manipulates) child, takes a more active position).

2. Greater regulation educational process, usage ready-made templates (ready-made abstracts classes) and samples.

3. Main the form - training session, main activity - educational.

4. Adult monologue (prevalence verbal methods work). seating arrangement "adult opposite child"

5. Mandatory participation in educational process.

The main motive in educational process - the authority of adults (teacher, parents).

Ease of control educational process.

joint activities of adults and children:

1. The child is the subject of interaction with adults (cooperation between an adult and a child; a child, if not equal, is equal to an adult, a child is no less active than an adult). Flexibility in the organization educational process taking into account the needs and interests of children.

2. Organization of the nursery activities in various forms , adequate preschool age. Dialog (communication) an adult with a child. Seating for adults and children "round"

3. Optional participation. The main motive for participation(non-participation) in educational process - the presence(absence) the child's interest. Difficulties in exercising control educational process.

Related publications:

Readiness of the teacher for professional activity in the context of the Federal State Educational Standard of Preschool Education“The readiness of a teacher for professional activities in the context of the Federal State Educational Standard of Education” “If today we teach the way we taught yesterday, we will steal.

System-activity approach in kindergarten The system of preschool education on present stage development is undergoing major changes associated with the renewal of the regulatory framework.

Designing the main educational program of preschool education in accordance with the Federal State Educational Standard Municipal budgetary preschool educational institution"Kindergarten of a general developmental type No. 29" REPORT for a seminar for.

System-activity approach in the educational activities of preschool educational institutions as the basis of the Federal State Educational Standard of preschool education Tell me and I will forget, show me and I will remember, let me do it myself and I will learn. Chinese wisdom Purpose: improvement of the theoretical.

Monitoring from the position of the Federal State Educational Standard of Preschool Education Monitoring from the position of the Federal State Educational Standard of Preschool Education Slide In connection with the release of the Federal State educational standard preschool.

The system of methodological support for teachers today is being created in every preschool educational organization.

Normative legal acts regulating the development of preschool education in the country indicate the need for continuous improvement by educators of the level of qualifications and professional skills.

According to GEF DO for effective implementation educational program conditions must be created for professional development teachers. Based on this methodical work in our kindergarten is aimed at implementing new requirements for the organization of the educational process, mastering modern technologies application of new methods and techniques. One of the annual tasks is aimed at the implementation of a system-activity approach, as the basis of the educational process. For this, a complex methodological measures, which includes:

Advice for educators : “Partnership activities of an adult and a child are the key to an interesting and successful lesson”, “Methodology for applying the technology of the activity method - educational technology “Situation”, “System-activity approach as the basis for organizing the educational process in a preschool educational institution”, the structure of conducting classes ";

master - class "System-activity approach as the basis for organizing the educational process in a preschool educational institution";

Questioning of teachers "System-activity approach as the basis for organizing the educational process in preschool educational institutions";

development of summaries of educational detail;

development of a map for the analysis of educational activities based on a system-active approach;

・Weeks pedagogical excellence”, view open events;

Thematic check "Implementation system-activity approach to the educational process;

· pedagogical council"System-activity approach as the basis for organizing the educational process in preschool educational institutions."

The system-activity approach, which is the basis of the Federal State Educational Standard, is based on ensuring that educational activities correspond to the age of pupils, their individual characteristics, provides for a variety of individual educational trajectories and individual development of each child (including gifted children and children with disabilities), ensures the growth of creative potential, cognitive motives, enriching the forms of educational cooperation and expanding the zone of proximal development.

The purpose of the system-activity approach to the organization educational process - the upbringing of the personality of the child as a subject of life, i.e. actively participating in conscious activity. The system-activity approach to the upbringing and educational process makes it possible to create conditions in which children act as active participants in educational activities, learn to acquire knowledge on their own and apply it in practice. It is the knowledge and skills that the child receives not in finished form, but in the course of active interaction with the outside world, become for him an invaluable experience that determines his success in the subsequent stages of training.

It provides for the development of skills:

set a goal (for example, to find out why flowers disappeared in a forest clearing);

solve problems (for example, how to save forest flowers so that they do not disappear: make prohibition signs, do not pick flowers in the forest yourself, grow flowers in a pot and plant them in a forest clearing;

be responsible for the result (all these actions will help to save the flowers if you tell your friends, parents, etc. about them).

When implementing this approach a number of principles must be taken into account.

The system-activity approach to the development of the child and the creation of an educational environment involves harmonious development all aspects of the child's personality in different types of children's activities.

Principles of implementation of the system-activity approach.

1. The principle of the subjectivity of education is that each child participant educational relations- is able to plan actions, build an algorithm of activities, assume, evaluate their actions and deeds.

2. The principle of taking into account the leading types of activity and the laws of their change in the formation of the child's personality. If in early childhood- these are manipulations with objects (rolling - not rolling, ringing - not ringing, etc.), then at preschool age - a game. During the game, preschoolers become rescuers, builders, travelers and solve problems that arise (for example, what to build a solid house for piglets from if there are no bricks in the forest; how to cross to the other side if there is no boat, etc.).

3. The principle of overcoming the zone of proximal development and organization in it joint activities children and adults. The child learns something new, still unknown together with the teacher (for example, finds out during the experiment why the rainbow has seven colors, why bubble only round shape, etc.).

4. The principle of mandatory effectiveness of each type of activity suggests that the child must see the results of his activities, be able to apply the knowledge gained in Everyday life(for example: a paper house could not stand the test of water, wind, which means it is fragile; forest flowers disappear and are listed in the Red Book, which means I will not tear them and tell my friends not to tear them).

5. The principle of high motivation of any kind of activity. According to this principle, the child must have a motive to perform a particular action, he must know why he is doing it. For example, he goes on a trip, decorates a napkin, sculpts ducklings, builds a fence, not because the teacher said so, but because he needs to help out the Fairy of Fairy Tales, return the ducklings to the mother duck, build a fence so that the wolf could not get to the hares.

6. The principle of mandatory reflectivity of any activity. When summing up the results of reflection, the questions of the teacher should not be directed only to the retelling of the main stages by the children. educational event(“Where were we?”, “What were we doing?”, “Who came to visit us?” etc.). They should be of a problematic nature, such as: “Why did we do this?”, “Is what you learned today important?”, “What will it be useful to you in life?”, “What was the most difficult task for you? Why?”, “What will we need to do next time?”, “What will you tell your parents about our today's game? etc. So the child learns to analyze - what he did well and what could have been done differently.

7. The principle of moral enrichment of the types of activity used as a means is the educational value of activity (by helping someone, we educate kindness, responsiveness, tolerance) and social communication development(the ability to negotiate, working in pairs and microgroups, not to interfere with each other, not to interrupt, listen to the statements of comrades, etc.).

8. The principle of cooperation in organizing and managing various types activities. The teacher must skillfully, unobtrusively organize and manage the activities of children ("Let's come up with a transport together that you can go to Snow Queen”), to be near, and not “above the children”.

9. The principle of the child's activity in the educational process is purposeful active perception he studied phenomena, their comprehension, processing and application. In order to activate the children, the teacher asks them questions (“What do you think, Sasha, what is the best way for us to go to the Snow Queen?”, “Masha, what can you suggest so that the wolf does not get into the house with the hares?” And so on. .d.), notes the specific merits of each child (“Marina did a wonderful job »).

The structure of educational activities based on a system-activity approach

Educational activity based on the system-activity approach has a certain structure.

1. Introduction to the educational situation (organization of children);

2. Creation of a problem situation, goal setting, motivation for activity;

3. Designing a solution to a problem situation;

4. Performing actions;

5. Summing up, analysis of activities.

Introduction to the educational situation (the organization of children) involves the creation psychological orientation on the gaming activity. The teacher uses those techniques that correspond to the situation and the characteristics of this age group. For example, someone comes to visit the children, an audio recording of bird voices, sounds of the forest is turned on, something new is introduced into the group (Red Book, encyclopedia, game, toy).

An important stage of educational activity based on a system-activity approach is the creation of a problem situation, goal setting, motivation for activity. So that the topic of educational activity is not imposed by the educator, he gives the children the opportunity to act in a well-known situation, and then creates a problem situation (difficulty), which activates the pupils and arouses their interest in the topic. For example: “Luntik likes to walk in the forest. Guys, do you like walking in the spring forest? What do you like there? What flowers grow in the forest? Name them. Do you pick flowers, give them to your mother? But Luntik told me that he wanted to pick flowers and give Baba Capa for the holiday, but only grass grows in the clearing. Where have all the flowers gone? Can we help Luntik? Do you want to know where the flowers have disappeared?

The next step is to design a solution to the problem situation. The teacher, with the help of a leading dialogue, helps pupils to independently get out of a problem situation, find ways to solve it. For example: “Where can we find out where the flowers have disappeared? You can ask adults. Ask me. Do you want me to introduce you to the Red Book, where these flowers are listed? At this stage, it is important not to evaluate the answers of the children, but to invite them to do something of their choice, based on their personal experience.

At the stage of performing actions, a new algorithm activities on the basis of the old and there is a return to the problem situation.

To solve a problem situation, didactic material, different forms children's organizations. For example, a teacher organizes a discussion by children of a problem in microgroups: “What can people do so that flowers, animals, birds do not disappear? What exactly can we do about it?" Pupils choose from the signs proposed by the educator that are suitable for solving the problem in their microgroup, tell what they mean: “Do not pick flowers”, “Do not trample flowers”, “Do not take animal cubs home”, “Do not ruin bird nests”.

This stage also includes:

Finding the place of "new" knowledge in the child's system of ideas (for example: "We know that the flowers have disappeared because people tear them, trample them. But this cannot be done");

the possibility of using “new” knowledge in everyday life (for example: “To make Luntik please Baba Kapa, ​​we will draw a whole clearing of flowers. And we will place signs on our ecological path. Let everyone know how to relate to nature”);

Self-examination and correction of activities (for example: “Guys, do you think we coped with Luntik’s problem?”).

The stage of debriefing and analysis of activities includes:

fixing movement by content (“What did we do? How did we do it? Why?”);

clarification practical application a new meaningful step (“Is it important what you learned today?”, “What will it be useful to you in life?”);

Emotional assessment of activity (“Did you have a desire to help Luntik? What did you feel when you learned that many plants are listed in the Red Book?”;

Reflection of group activity (“What did you manage to do together, in a team? Did everything work out for you?”);

reflection own activities child “And who didn’t succeed?”).

The system-activity approach, as the basis of the Federal State Educational Standard, is aimed at developing in children those qualities that they will need not only in the process of obtaining education, but also in life. The teacher, guided by the main principles of the method, teaches students to get involved in independent search knowledge and information, the result of which is the discovery of new knowledge and the acquisition of some useful skills. And that's exactly what kids need. initial stage education.

Key points

The system-activity approach, as the basis of the Federal State Educational Standard, is based on whole line didactic principles. Each of which is taken into account in the formation and planning by the teacher learning activities.

It is based on the principle of integrity. Thanks to him, the pupils develop correct representation about the world. They learn to perceive it as a system.

Next comes the principle of variation. Its observance implies the regular provision of pupils with the opportunity to choose their own activities. It is very important. Indeed, in such situations, children acquire the skill of making informed choices.

The principle of operation is also important. It implies the active inclusion of the child in the educational process. Children need to learn to do more than just listen to information and perceive finished material, but also to mine it yourself.

Psychological aspect

In addition to the above, the principle of creativity is also observed, aimed at developing the various abilities of pupils.

Psychological comfort is also taken into account, reminiscent of the importance of arranging children's activities according to their interests. is also important. It consists in the obligatory consideration of the individual characteristics of each child in the process of education. All children develop in different pace, and each of them is different from each other. A good teacher must always remember this.

And another principle is the continuity of the educational process. The system-activity approach, as the basis of the Federal State Educational Standard, includes it without fail. This principle ensures the formation and subsequent development of pupils at each age stage. Compliance with this provision contributes personal self-development at all levels of education without exception. That is why it is so important to lay the appropriate "base" at an early stage.

Interaction with parents

There are a few more nuances that need to be noted. The system-activity approach, as the basis of the Federal State Educational Standard, has clear and detailed provisions. But what about their implementation? It is possible only if the parents of the pupils are interested in it. Their involvement in PEI activities necessarily. Without close cooperation, nothing will work.

The teacher, in turn, must form in parents the correct idea of ​​the unity of tasks and goals of the preschool and families. He needs to contribute to the growth of their psychological and pedagogical competence. To do this, institutions organize consultations, conversations, meetings, conferences, trainings. Parents, taking part in them, demonstrate indifference to their child and interest in his diversified development. In addition, they can help caregivers by talking about the characteristics of their children.

Implementation of the approach

It is carried out in several steps. The system-activity approach, as the methodological basis of the Federal State Educational Standard, implies strict adherence to sequence. The teacher works with young children, to whom everything needs to be carefully explained, and in such a way that they understand.

Therefore, the first step involves familiarizing the pupils with the situation. At the second stage occurs Then - collective work to identify difficulties in resolving the situation. The consequence of this step is the discovery by the pupils of a new knowledge or method of action. The last step is to understand the results obtained.

This is how the system-activity approach to teaching is implemented. Thanks to this method of learning, children do not hesitate to be active, think and express their thoughts. The method is based on dialogue and communication, so that pupils not only acquire new knowledge - they also develop their speech.

Actions of the teacher

The system-activity approach, as the basis for the implementation of the Federal State Educational Standard, requires professionalism from teachers. In order to take the first step and introduce children into the educational situation, the teacher must contribute to the creation of a psychological focus on the implementation of actions. To do this, you need to use techniques that are appropriate for the characteristics of the age group and situation.

Also, the teacher must be able to choose the right topic. It should not be forced on them. On the contrary, the teacher is obliged to give the children the opportunity to act in the situation that is familiar to them. Only based on their preferences, he models it. And rightly so, because only something familiar and interesting can activate children and make them want to participate in the process. And in order to identify the topic, the teacher should identify several options that are attractive to students. Then they will choose the most interesting one.

Then the teacher, with the help of a lead-in conversation, helps the children find ways to solve the problem. The main task is not to evaluate the answers. The teacher needs to teach children to look for a way out of the situation, based on their knowledge and experience.

Other aspects of teaching work

There are many other nuances that include the concept of a system-activity approach to learning. In addition to carrying out developmental work with the entire student team, the teacher also deals with other aspects that the field of pedagogy implies.

Each educator is obliged to conduct a psychological and pedagogical diagnosis of the educational universal actions available to children, and participate in monitoring the implementation of the Federal State Educational Standard. The teacher also carries out correctional and developmental and advisory work with individual students. Conducting psychological and pedagogical education of children is also mandatory.

At an early stage of education (in preschool and primary school) the teacher plays the role of not only a teacher, but also an educator, a second parent. He must create everything the necessary conditions for the realization of the individual-personal capabilities of children.

Game method

The system-activity approach, as the basis of the Federal State Educational Standard, is implemented in various ways. But the most popular and effective is the game method. This is a unique form of learning that allows you to make it more fun and more interesting process receiving basic education for children.

Game forms make it possible to effectively organize the interaction between the teacher and students and make their communication more productive. Also, this method develops children's observation and allows you to gain knowledge about the phenomena and objects of the world. Even in the game, educational and educational opportunities are laid down, which, with a competent teaching approach, are fully realized.

Also, this entertaining way goes well with "serious" teaching. The game makes the process of acquiring knowledge entertaining, forms a good and cheerful mood in children. As a result, pupils learn information with great interest and are drawn to gaining knowledge. In addition, games can improve the thinking of children, their creative imagination and attention.

Selection of competencies

These are not all the aspects that the system-activity approach includes as technological basis GEF. The range of issues discussed in pedagogical sphere much wider. And special attention is paid to the selection of competencies. To date, there are five of them, if we do not include the educational, cognitive and communicative aspects, which were mentioned earlier.

The first category includes value-semantic competences. They are aimed at developing moral principles and moral principles in children, as well as instilling in them the ability to navigate the world and be aware of themselves in society.

There are also places to be information competencies. Their goal is to develop in children the ability to search, analyze and select information for its further transformation, preservation and use. The last two categories include social and labor and personal competencies. They are aimed at mastering children with knowledge in the civil-public sphere and at mastering various ways self-development.

Importance of methodology

Well, as it was already possible to understand, the system-activity approach to education is the basis of the Federal State Educational Standard, which is really implemented in the modern field of education. It aims to develop in children the basic learning skills. which will enable them to quickly adapt to primary school and begin to acquire new knowledge and skills.