Yakovleva Nadezhda Ivanovna
Position: primary school teacher
Educational institution: MBOU "Secondary School No. 2"
Locality: Menzelinsk RT
Material name: article
Subject:"Formation of the ability to control and correct their actions in younger students in the context of the implementation of the Federal State Educational Standard".
Publication date: 02.10.2017
Chapter: elementary education

Related article:

“The formation of the ability to control and correct their actions in the younger

schoolchildren in the context of the implementation of the Federal State Educational Standard.

Yakovleva Nadezhda Ivanovna, primary school teacher, MBOU "Secondary School No. 2", Moscow

Menzelinsk RT

Many scientists, philosophers, educators, methodologists argue that the most important role in

It is the elementary school that plays the role of education and upbringing. Here the child learns to read,

modern elementary school? Integration, generalization, understanding of new knowledge,

linking them with the life experience of the child on the basis of the formation of the ability to learn.

Learning to teach oneself is the task in which there is no substitute for school today. AT

Bologna Declaration 1999 it is noted that the modern needs of students

remain unfulfilled if in the educational process the student does not acquire

the status of the subject of education.

The priority goal of school education, instead of simply transferring knowledge, skills and

skills from teacher to student, becomes the development of the student's ability to independently

set learning goals, design ways to achieve them, monitor and evaluate

their achievements, in other words - the formation of the ability to learn. The student must

become the "architect and builder" of the educational process. Achieving this goal

becomes possible due to the formation of a system of universal educational

actions (UUD) (GEF 2nd generation for elementary school). Mastering the universal

learning activities gives students the opportunity to independently successfully assimilate

new knowledge, skills and competencies based on the formation of the ability to learn. This

the possibility is ensured by the fact that UUD are generalized actions that generate

motivation to learn and allow students to navigate in various

subject areas of knowledge.

Today UUD is of great importance. It is a set of methods

the student, which ensures his ability to self-learning

new knowledge, including the organization of the learning process itself. Universal

learning activities are skills that must be laid in elementary school for all

lessons. Universal learning activities can be grouped into four main blocks:

1) personal; 2) regulatory; 3) cognitive; 4) communicative.

Personal actions allow you to make the teaching meaningful, linking them with real ones.

life goals and situations. Personal actions are aimed at awareness,

research and acceptance of life values, allow you to navigate in

moral norms and rules, develop their own position in relation to

Regulatory actions provide the ability to manage cognitive and learning

activities through goal setting, planning, control, correction of their

actions, assessment of the success of assimilation.

Cognitive activities include the activities of research, search, selection and

structuring the necessary information, modeling the studied content.

Communicative actions provide opportunities for cooperation: the ability to hear,

listen to and understand the partner, plan and coordinately carry out joint

activities, distribute roles, mutually control each other's actions, be able to

to negotiate, to lead a discussion, to correctly express one's thoughts, to provide support

to each other and to cooperate effectively with both the teacher and peers.

The teacher must take into account the relationship between the level of formation of universal

learning activities (UUD) with the following indicators:

Children's health status;

Progress in the main subjects;

The level of development of speech;

Degree of proficiency in Russian;

Ability to listen and hear the teacher, ask questions;

The desire to accept and solve a learning problem;

Communication skills with peers;

The ability to control their actions in the classroom.

How can a universal learning action be expressed?

In mathematics lessons, a universal educational action can be

cognitive action (combining logical and sign-symbolic actions),

which determines the student's ability to identify the type of problem and how to solve it. To this end

students are offered a series of tasks in which they need to find a diagram that displays

logical relationship between known data and the desired. In this case, the students

solve the actual learning task, the task of establishing a logical model,

establishing the relationship between the data and the unknown. And this is an important step.

students to successfully master the general way of solving problems.

You can offer students paired tasks, where a universal educational action

serve as communicative actions that should provide opportunities

cooperation of students: the ability to listen and understand a partner, plan and

to carry out joint activities in a coordinated manner, distribute roles, mutually

control each other's actions and be able to negotiate.

In order to form a regulative universal educational action - action

control, self-checks and mutual checks of the text are carried out. Students are offered

texts for verification containing various types of errors (graphic,

punctuation, stylistic, lexical, spelling). And to solve this

learning task, together with the children, rules for checking the text are drawn up, which determine

action algorithm.

Sequentially moving from one operation to another, pronouncing the content and

the result of the operation performed, almost all students without additional assistance

successfully complete the assigned task. The main thing here is verbal pronunciation.

student of the action to be performed. This kind of speaking allows

fulfillment of all links of the control action and realize its content.

Verbal pronunciation is a means of transitioning the student from performing an action

based on the rule presented on the card in the form of text, to an independent

control, first slowly, and then quickly, focusing on the internal

verification algorithm.

The success of education in primary school largely depends on the formation

universal learning activities. Universal learning activities, their properties and

qualities determine the effectiveness of the educational process, in particular, the assimilation

knowledge, the formation of skills, the image of the world and the main types of student competencies, in

including social and personal. Development of universal learning activities

provides the formation of psychological neoplasms and abilities

student, which in turn determine the conditions for high success of educational

activities and development of academic disciplines. If in elementary school students

universal learning activities will be fully formed, that is, students

learn to control their learning activities, it will be easy for them to learn

other stages. What actions of the teacher make it possible to form universal

learning activities?

1. To develop the ability to evaluate their work, children, together with the teacher, develop

task evaluation algorithm. Emphasis on developmental value

any task. The teacher does not compare children with each other, but shows achievements

child compared to yesterday's achievements.

2. The teacher encourages children to discover new knowledge. Together they discuss why

you need this or that knowledge, how it will be useful in life.

3. The teacher teaches the children how to work in groups, the children explore with the teacher,

how to come to a single solution in group work, analyze training

conflicts and find ways to resolve them together.

4. The teacher in the lesson pays great attention to the self-examination of children, teaching them how to

you can find and fix the error. Mistakes are not punished, explaining that everyone learns from

5. The teacher, creating a problem situation, revealing inconsistency or

lack of knowledge, together with the children determines the purpose of the lesson.

6. The teacher includes children in the discovery of new knowledge.

7. The teacher teaches children the skills that will be useful to them in working with information -

retelling, drawing up a plan, introduces different sources used for

information search. Children are taught ways to remember effectively. During the training

activity develops memory and logical operations of thinking of children. Teacher

draws attention to the general ways of acting in a given situation.

8. The teacher teaches the child to make moral choices in the framework of work with the value

material and its analysis. The teacher uses project forms of work in the lesson and

extracurricular activities.

9. The teacher shows and explains why this or that mark was put, teaches

children evaluate the work according to the criteria and independently choose the criteria for evaluation.

According to these criteria, students are taught to evaluate their own work.

10. The teacher teaches the child to set goals and look for ways to achieve them, as well as solutions

emerging problems. Before starting a decision, a joint action plan is drawn up.

11. The teacher teaches different ways of expressing his thoughts, the art of arguing,

defending one's own opinion, respecting the opinions of others.

12. The teacher organizes forms of activity in which children could learn

necessary knowledge and values.

13. The teacher and the child communicate from a position of cooperation; teacher shows how

distribute roles and responsibilities, working in a team. At the same time, the teacher actively

includes everyone in the learning process, and encourages learning collaboration between

students, students and teacher. In their joint activities, students

common human values ​​are formed.

14. The teacher and students work together to solve emerging learning problems. The students are given

the ability to independently choose tasks from the proposed tasks.

15. The teacher teaches children to plan their work and their leisure time.

The spontaneity of the development of universal educational activities is reflected in acute

problems of schooling: in the spread of academic performance, the difference in educational

cognitive motives and low curiosity and initiative of a significant part

students, difficulties in arbitrary regulation of educational activities, low level

general cognitive and logical actions, difficulties in school adaptation, growth

cases of deviant behavior. Therefore, it is necessary to form the necessary

universal learning activities already at the beginning

Learning to learn!
What are universal learning activities and why are they needed

Modern society is characterized by the rapid development of science and technology, the creation of new information technologies that radically transform people's lives. The rate of knowledge renewal is so high that during the course of life a person has to repeatedly retrain and master new professions. Continuing education is becoming a reality and a necessity in human life.

The development of the media and the Internet leads to the fact that the school ceases to be the only source of knowledge and information for the student. What is the mission of the school? Integration, generalization, comprehension of new knowledge, linking them with the child's life experience on the basis of the formation of the ability to learn (teach YOURSELF) - this is the task in which there is no substitute for school today!

In the public mind, there is a transition from understanding the social purpose of the school as a task of simply transferring 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 learning goals, design ways to achieve them, monitor and evaluate their achievements. In other words, the formation of the ability to learn. The student himself must become the "architect and builder" of the educational process.

Achieving this goal becomes possible due to the formation of a system of universal educational activities. Similar in meaning to the concept of "universal educational actions" are the concepts of "general educational skills", "general cognitive actions", "general methods of activity", "above-subject actions". The formation of general educational activities in progressive pedagogy has always been regarded as a reliable way to radically improve the quality of education. As the famous parable says, in order to feed a hungry person, you can catch a fish and feed him. And you can do otherwise - teach how to fish, and then a person who has learned to fish will never be hungry again.

So, what do universal learning activities give?
They are:
- provide the student with the opportunity to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, be able to control and evaluate learning activities and their results;
- create conditions for the development of the individual and its self-realization based on the "ability to learn" and cooperate with adults and peers. The ability to learn in adulthood provides the individual with readiness for continuous education, high social and professional mobility;
- ensure the successful assimilation of knowledge, skills and abilities, the formation of a picture of the world, competencies in any subject area of ​​knowledge.

Universal learning activities can be grouped into four main blocks: 1) personal; 2) regulatory, including self-regulation; 3) cognitive, including logical, cognitive and sign-symbolic; 4) communicative actions.

Personal actions make learning meaningful, provide the student with the significance of solving educational problems, linking them with real life goals and situations. Personal actions are aimed at understanding, researching and accepting life values ​​and meanings, allow you to orient yourself in moral norms, rules, assessments, develop your life position in relation to the world, people around you? yourself and your future.
Regulatory actions provide the ability to manage cognitive and learning activities through setting goals, planning, monitoring, correcting one's actions and assessing the success of assimilation. A consistent transition to self-government and self-regulation in educational activities provides the basis for future professional education and self-improvement.

Cognitive actions include the actions of research, search and selection of the necessary information, its structuring; modeling of the studied content, logical actions and operations, ways of solving problems.

Communicative actions - provide opportunities for cooperation - the ability to hear, listen and understand a partner, plan and coordinate joint activities, distribute roles, mutually control each other's actions, be able to negotiate, lead a discussion, correctly express one's thoughts in speech, respect partner in communication and cooperation and himself. The ability to learn means the ability to effectively cooperate both with the teacher and with peers, the ability and willingness to engage in dialogue, seek solutions, and support each other.

Students' mastery of universal learning activities create possibility independent successful assimilation of new knowledge, skills and competencies based on the formation ability to learn. This possibility is ensured by the fact that universal learning activities are generalized activities that generate a broad orientation of students in various subject areas of knowledge and motivation for learning.

Karabanova O.A.,
doctor of psychological sciences.

The leading role in educational activity belongs to educational skills, thanks to which the student learns objective reality, enriches his experience, masters the means of influencing the surrounding reality.

The most promising direction in the development of modern secondary general education is the formation of general educational skills and abilities of the student, the mastery of which opens up opportunities for a broad orientation of the student in various subject areas, provides the individual's need for continuous self-development and self-education throughout life. Based on this, in the context of this study, general educational skills and abilities are of particular interest.

The specificity of general educational skills is manifested in the fact that they are of a general scientific nature and are universal ways of obtaining and applying knowledge, in contrast to subject skills that are specific to a particular area of ​​knowledge (I.Ya. Lerner, N.I. Loshkareva, V. .V. Kraevsky, A.V. Usova and others). This fact proves the legitimacy of the use by modern science as the term "general educational (generalized) skills and abilities" of the synonymous concepts of "general cognitive actions", "general methods of activity", "above-subject actions", "meta-subject actions" and "universal educational actions". In the present work, these categories are also given an identifying value.

Mastering universal educational actions by students acts as the ability for self-development and self-improvement through the conscious and active appropriation of new social experience.

Universal learning activities create the possibility of independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn. At the same time, information and communication technologies make it possible to talk about a more effective formation of universal learning activities for students.

Universal learning activities should be the basis for choosing and structuring the content of education, techniques, methods, forms of learning, as well as building a holistic educational process.

Mastering universal learning activities by students takes place in the context of different educational subjects and, ultimately, leads to the formation of the ability to independently successfully assimilate new knowledge, skills and competencies, including the independent organization of the assimilation process, i.e. the ability to learn.

The purpose of their application is to strengthen the intellectual capabilities of a person in the new information society towards which civilization is moving, as well as to intensify and improve the quality of education at all levels of the education system, the desire to develop the ability of students to self-development and self-improvement.

The school today is rapidly changing, trying to keep up with the times. The main change in society, which also affects the situation in education, is the acceleration of the pace of development. This means that the school must prepare its students for the life that it does not yet know about.

Therefore, today it is important not so much to give the child as much specific subject knowledge and skills within individual disciplines as possible, but to equip him with such universal methods of action that will help him develop and improve himself in a continuously changing society through the conscious and active appropriation of new social experience. That is, the most important task of the modern education system is the formation of a set of "universal learning activities" that provide the competence of "teach learning". This is what the second generation standards are about.

The priority direction outlined in the new educational standard is the holistic development of the individual in the education system. It is provided, first of all, through the formation of universal learning activities that create the possibility of independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn. At the same time, knowledge, skills and abilities are considered as derivatives of the corresponding types of purposeful actions, i.e. they are formed, applied and preserved in close connection with the active actions of the students themselves.

The relevance of the formation of UDD is due to:

• - new social demands reflecting the transformation of Russia from an industrial into a post-industrial information society based on knowledge and high innovative potential;
• - the requirements of society in increased professional mobility and continuous education;
• - social inquiries define the goals of education as general cultural, personal and cognitive development of students, providing such a key competence of education as “to teach to learn

The universalization of the content of general education makes it possible to implement the basic requirements of society for the educational system:

• - the formation of the cultural identity of students as citizens of Russia;
• - maintaining the unity of the educational space, the continuity of the levels of the educational system;
• - Ensuring equality and accessibility of education with various starting opportunities;
• - achieving social consolidation and harmony in the context of the growth of social, ethnic, religious and cultural diversity of our society on the basis of the formation of cultural identity and community of all citizens and peoples of Russia;
• - the formation of universal educational activities that generate the image of the world and determine the ability of the individual to learn, cognize, cooperate, master and transform the world around.

Thus, in the course of studying the scientific literature, we have identified the features of universal educational activities, which are manifested in the fact that the actions:

• 1) are of a supra-subject and meta-subject nature;
• 2) ensure the continuity of all stages of the educational process;
• 3) underlie the organization and regulation of any activity of a student, regardless of its special-subject content;
• 4) provide the stages of mastering the educational content and the formation of the psychological abilities of the student;
• 5) ensure the integrity of general cultural, personal and cognitive development, self-development and self-improvement of the individual.

The problem of the formation of universal educational actions of students is determined by the strategic course of the modern personality-oriented paradigm of education. The new approach is aimed at providing in the educational process conditions for the development of the personality of students, based on their individual characteristics as independent subjects of cognition. This provision comes from the research of many teachers and psychologists, it is also included in the second generation of the Federal State Educational Standards.

The GEF is based on a system-activity approach, which implies the recognition of the significant role of active cognitive activity of students, which is built on the basis of universal educational activities. As a result, students should be able to apply the acquired knowledge, skills and abilities to solve theoretical and practical problems.

Any personal transformations are carried out in activity, therefore the organization of independent work of students, management of it is an important task facing teachers of secondary schools. One of the means of forming the independence of schoolchildren can be universal learning activities focused on the development of cognitive activity and independence, the ability to quickly find and process information, interact with other people, etc.

Universal learning activities are formed as a result of the interaction of teaching all academic subjects, each of which is dominated by certain types of activities and, accordingly, certain types of learning actions.

The formation of universal learning activities in the learning process is a fairly new problem for the methodology of teaching general education subjects. At the same time, in school practice, the formation of universal educational activities is given increasing attention. Therefore, it is important to study the current state of the problem of the formation of universal educational activities in order to clarify the prospects for the development of this issue in pedagogical science and substantiate the theoretical foundations of lifelong education in modern society.

As part of the study of the Department of Pedagogy of the Russian State Pedagogical University named after. A.I. Herzen was attended by 70 teachers and 170 students of the 7th grade of schools in Russian cities.

An analysis of the respondents' answers allows us to draw the following conclusions: 63% of teachers incorrectly define the concept of "universal learning activities" or interpret it with errors. And 13% of respondents left this question without any answer at all. Such indicators can only be caused by formal familiarization of teachers with new regulations and a negative attitude towards changes in the educational sphere that have already been established in our country.

At the same time, the vast majority (77%) of the teachers surveyed believe that it is necessary to develop universal learning activities in general education schools.

Answering the question about how often teachers are guided by the principle of forming universal learning activities in practice, 43% answer that they systematically develop universal learning activities in the classroom. 39% turn to the formation of universal learning activities only occasionally. About 17% of respondents do not develop universal learning activities at all or find it difficult to answer.

Not all teachers who consider it necessary to develop universal learning activities in the classroom carry out this activity in real practice. The content of various school subjects and the corresponding teaching methods and technologies have certain specifics. Therefore, it was important to identify what types of universal educational activities, according to teachers, are mainly developed in relation to general education subjects.

The vast majority of teachers surveyed (91%) believe that the most significant for school education is the development of cognitive universal learning activities. In their opinion, it is necessary to pay attention to communicative and personal universal educational activities almost three times less. In last place in terms of importance were regulatory universal learning activities, mentioned by only 23% of respondents. Such a significant separation of the cognitive group can be explained by several reasons. There is no sharp line dividing the universal learning activities, they are all interconnected, similar elements and operations are found in different groups of different universal activities. Therefore, cognitive universal educational actions to some extent include both personal meaning and elements of educational communication, regulation and reflection of the process and result of activity. In addition, for a long time, the school performed the function, first of all, of a translator of ready-made knowledge, placing the cognitive aspect of activity above the rest.

To the question: “What types of universal educational activities should be formed first of all when studying in a basic school?” 60% of teachers consider it essential to create activity algorithms for solving problems of an educational, research and creative nature and the ability to apply information retrieval methods, including with the help of computer tools, and analysis of the information received. 47% of the teachers surveyed pointed to such types as independent selection and formulation of a cognitive goal and reflection on the methods and conditions of activity, control, evaluation and correction of the process and results of activity. The following became less popular: communication with the teacher and peers, planning of educational activities, knowledge of moral norms and the ability to highlight the moral aspect of behavior.

It should be noted that the leading positions again remained with those types of universal educational activities that belong to the cognitive group.

The category of "universal learning activities" was introduced into science and school practice relatively recently, so teachers face a number of difficulties in their formation. The main problems in the formation of universal educational activities based on the results of the study are: lack of time in the classroom, lack of special methods, operational algorithms for the formation and evaluation of universal educational activities, problems in the development of the motivational component of educational activities, difficulties associated with establishing interdisciplinary connections in order to form universal educational activities and etc.

Thus, as a result of the survey of teachers, the following conclusions can be drawn. Teachers currently do not yet fully understand the essence of "universal learning activities". But active discussions of this issue in all educational spheres make teachers interested in this category and realize its significance in modern educational conditions. Teachers consider it necessary to form universal learning activities and actively develop them in their lessons, but at the same time they focus on the cognitive group. This may be due to the fact that for a long time school education was considered to be the primary task of transferring knowledge to students and mastering subject skills, while the issues of personal development of students were less relevant. Despite the variety of teaching methods and technologies, when forming universal learning activities, teachers most often use the traditional lesson, research and practical activities in the classroom and in extracurricular activities.

The analysis of psychological and pedagogical literature led to the conclusion that the success of the formation of skills is determined by the following methodological conditions:

• 1) motivation of students for the need to perform certain actions in the process of solving educational problems;
• 2) the clarity and accessibility of the tasks that students must solve in the course of educational activities;
• 3) organizing the activities of students in mastering individual actions based on the use of a system of tasks; including the inclusion of tasks of an interdisciplinary nature, allowing to "transfer" the educational action to a new content;
• 4) the presence of a clear and distinct idea of ​​the structure of the skill being formed and the ways of performing the activity; development and application for the development of universal educational actions of special algorithms that reveal the essence and sequence of operations, methodological "tips", etc.;
• 5) reliance on internal mental mechanisms for the development of methods of activity, proposed by prominent psychologists - Vygodsky L.S., Galperin P.Ya and others;
• 6) a gradual increase in the level of independence of schoolchildren in the performance of educational activities;
• 7) a comprehensive assessment of the level of formation of universal actions, which includes an assessment of the formation of all its components: motives, goal-setting features, educational actions (operations), control and reflection.

Given the above, there is a need for scientific research, comprehension and creation of special methods, including goals, content and various methods and techniques aimed at the formation of universal learning activities that will be the basis for the development of students.

Universal learning activities in modern education”

Personal development in the education system is ensured through the formation of universal educational activities, which are the basis of the educational and upbringing process. What follows from this?
The mastery of universal educational actions by students acts as the ability for self-development and self-improvement through the conscious and active appropriation of new social experience.
Universal learning activities create the possibility of independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, in other words skills to study.
One of the most important and indispensable conditions formation UUD at all levels of education is to ensure continuity in the development of universal educational activities by students. For this, the Federal State Educational Standard provides for the presence in a modern school at each stage of the program for the formation of UUD.
leading role The selection of content, the development of a specific set of the most effective, bright and interesting educational tasks for children, certainly plays in the formation of UUD.

Personal UUD

provide a value-semantic orientation of children (the ability to correlate actions and events with accepted ethical principles, knowledge of moral norms and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships.
AT educational activities Three types of actions should be distinguished:
1) self-determination - personal, professional, life self-determination;
2) the action of 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 learning and what stimulates the activity, for the sake of which it is carried out. The child should ask himself the question of “what is the meaning, the meaning of the teaching for me”, and be able to find an answer to it;
3) the action of moral and ethical evaluation of the content being digested - a moral choice based on social and personal values.

1 . Remember that every child is individual. Help to find in him his individual personal characteristics.

2 . In the life of a child, at whatever age he is an adult, this is the person who “opens” the real world to him. Help to discover and develop in each child his strong and positive personal qualities and skills.

3 . When organizing educational activities in the subject, take into account the individual psychological characteristics of each child.
Use the data of psychological diagnostics.

4 . Remember that the main thing is not the subject you teach, but the personality you form.
It is not the subject that forms the personality, but the teacher through his activity related to the study of the subject.

cognitive UUD

general educational learning activities - the ability to set a learning task, choose ways and find information to solve it, be able to work with information, structure the knowledge gained;
logical learning actions - the ability to analyze and synthesize new knowledge, establish cause-and-effect relationships, prove one's judgments;
problem posing and problem solving - the ability to formulate a problem and find a way to solve it.

1 . If you want children to learn the material, teach them to think systematically in your subject (for example, the main concept (rule) - an example - the meaning of the material).

2 . Try to help children master the most productive methods of educational and cognitive activity, teach them to learn.
Use diagrams, plans to ensure the assimilation of the knowledge system.

3 . Remember that it is not the one who retells that knows, but the one who uses it in practice. Find a way to teach your child to apply their knowledge.

4 . Develop creative thinking by comprehensive analysis of problems; solve cognitive tasks in several ways, practice creative tasks more often.

Communicative UUD

provide social competence and conscious orientation of children to the positions of other people (primarily a partner in communication or activity), the ability to listen and engage in dialogue, participate in a collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults.

1 .Teach your child to express his thoughts. When answering a question, ask your child leading questions.

2 . Do not be afraid of "non-standard lessons", try different types of games, discussions and group work to master the material in your subject.

3 . Make up an algorithm for retelling the text of the material for the children, for following which you will rank, for example, an additional point

4 . When organizing group work (or work in pairs), remind the children about the rules for conducting a discussion, a conversation.

5 . Teach your child to ask clarifying questions about the material (for example, Who? What? Why? Why? Where?

6 . Study and take into account the life experience of students, their interests, features of development.

Regulatory UUD

provide students with the organization of their educational activities. These include: goal setting; planning; forecasting; control in the form of comparison of the method of action and its result; correction; assessment, volitional self-regulation.

1 . Teach your child to control his speech when expressing his point of view on a given topic.

2 . Teach your child to control, to perform their actions according to a given pattern and rule.

3 . Help your child learn to adequately evaluate their work.
Learn to correct mistakes.

The essence of the functions of universal learning activities is as follows:
providing the student with the opportunity to independently carry out the action as a teaching, set learning goals, seek and use the necessary means and ways to achieve them, control and evaluate the process and results of activities;
creation of conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuous education, the need for which is due to the multicultural society and high professional mobility;
ensuring the successful assimilation of knowledge, skills and competencies in any subject area.

Thus, the mastery of universal learning activities by students occurs in the context of different academic subjects and, in the future, leads to the formation of the ability to independently successfully assimilate new knowledge, skills and competencies, including the independent organization of the assimilation process.

Based on this theory, I believe that development and maintenance of children's curiosity is one of the most important tasks in education. And the ability to consolidate, realize, bring one's work to the end, understand why it is necessary, and evaluate the amount of one's knowledge are the main goals of the modern lesson. The main task of the teacher is to teach the child to learn, i.e. to form in him the skill of performing universal educational actions (UUD).

UUD create an opportunity for independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, i.e. the ability to learn. Therefore, special attention must be paid to reflective, “thinking” observation, listening or reading, during which the child learns to highlight the significant in the presented information, engage in productive communication, and hear people.

Of course, the teacher plays a leading role in the formation of UUD. This requires a competent approach to the content of the lesson. When a teacher prepares for a modern lesson, he faces a number of questions:

1. What UUD needs to be formed at each stage of the lesson?
2. The use of what technologies contributes to the formation of UUD?
3. How to build a lesson so that it contributes to the formation of UUD, the formation of the ability to learn?

In the lessons of the Russian language and mathematics, it is easier to form UUD. The situation is more complicated with literary reading. It would seem: read, reason, change activities. But is this enough for a reading lesson?

According to popular belief, any action a student performs in a lesson is a learning activity. But cognitive motives and interests lie at the basis of educational activity. And is the child always interested in what he reads in class? Does he always understand why he reads it? No, only when the teacher creates the necessary conditions for this.

The primary task of the teacher is to create the necessary conditions at each stage of the lesson (updating the basic knowledge; setting the educational problem; formulating the problem, planning; discovering new knowledge; applying new knowledge; reflection) for the formation of UUD, to think through a system of questions and tasks that contribute to their formation. The teacher is required to know from the very beginning of the lesson what his students should learn, and the student only at the end of the lesson will evaluate his work and draw a conclusion about the result of his work.

I will give an example of the formation of UUD in a literary reading lesson in grade 4 on the topic “Truth and fiction in the epic tale “Sadko”.

Already on the stage of updating the basic knowledge and setting the educational problem First of all, it is necessary to create conditions for the formation of positive motivation among students, so that the student understands what he knows and what he does not know from what he has read, and, most importantly, wants to learn and, if necessary, re-read.

At this stage of the lesson, I used the introductory dialogue, the technology of problem-dialogue learning in order to form:

• logical UD (analysis of objects in order to highlight features; choice of grounds for classification);
• general educational learning (search for information, meaning formation through tracing the fate of the hero and the orientation of students in the system of personal qualities of the hero);
• communicative UD (control and evaluation of the actions of one's own and classmates).

To solve the problem, it was necessary to carry out analysis and synthesis, resort to reasoning, which requires the formation of the student's qualities.

Questions were asked:

• Who is the epic hero?
• What qualities does an epic hero have?
• Why is Sadko an epic hero, although he does not have the strength of a hero? (children come to the conclusion that he is a master of his craft, for which he is loved by the people)
• How is an epic different from a fairy tale? Give examples from the text.

Children have an inner need and motivation to find out, to understand what the contradictions are. The thinking process begins. The problem situation is created taking into account the real contradictions that are significant for children.

Problem formation stage is carried out with the aim of encouraging students to search activities and setting a learning task. The conscious fulfillment of tasks, tracing the connection between the goal and the motive contributed to the formation of personal LD. And the setting of the KM and planning their activities in the lesson, taking into account the KM, contributed to the formation of regulatory SD.

Questions were asked:

• What do epic and fairy tales have in common?
• Are lies and fiction the same thing?
• What is more in the epic tale - truth or fiction?

At this stage of the lesson, children comprehend the text they read, the process of comparing what they read with real known facts. There is a need to work, knowing and understanding KM. The question arises: “How will I know?”

Students independently assign tasks to each member of the group. This is facilitated by the technology of cooperation. At this stage, the knowledge gained in the lessons of the surrounding world is integrated in the lesson of literary reading. The teacher creates the conditions for search activity, imperceptibly correcting, prompting, creating a situation of the significance of the student in the group.

The groups were tasked with selecting from the text facts of fiction and actual historical events. Each student was faced with the question: “What will I learn?”

Working with a dictionary, a map, discussing and isolating the necessary information, identifying the cause and effect of phenomena contribute to the formation of cognitive UD; self-control - regulatory UD; simultaneous activation of attention due to the need to focus on the principle of classification - general educational UD; determination of the rules of behavior common to all, the rules of work in a group - personal UD.

The most exciting part of the lesson is stage of application of new knowledge and reflection. Here the students shine with the acquired knowledge. It turns out that some words, previously unknown, mean objects that we still use now (spinochki, karbasok). It turns out that in the epic tale "Sadko" there is more truth than fiction. The truth in the epic resonates with historical facts (the path from the Varangians to the Greeks, the Chernava River, the Neva River, Lake Ladoga, Ilmen Lake, etc.), and fiction was used to make events fabulous and mysterious.

All work was carried out in the form of a discussion, which allowed children to develop the ability to argue their arguments, take a different point of view and be ready to change their own. This work contributed to the formation of communicative SD, regulatory SD, personal SD.

The most difficult stage for students reflection stage, poses questions to students: “At what level did I learn?”, “What did I learn?”. And for the teacher, this is the most important stage. Why did the students work the whole lesson? What did the teacher manage to form during the lesson? Difficult questions.

Before evaluating his activities and the activities of his students, the teacher asks the question: “Why do we read epics?”

Students realize that the epic tale is not just a text to read, but historical events with fiction; that, while reading epics, we get acquainted with the history of our country and Russian folklore, children develop an interest in such works, there is a desire to read other epics and find historical facts in them.

Isn't that the goal of the teacher in the classroom? Pupils, evaluating their activities in the lesson, show activity, satisfaction with their activities and the activities of their comrades. All the work done in the lesson is a preparation for design and research activities, which reveals the practical skill of finding information related to the free orientation of the child in the text, dictionary and other sources.

Principles of learning system L.V. Zankova is a good basis for the development of all types of UUD, and yet much depends on the teacher. But in order to achieve this, it is necessary to accept as an axiom the assertion that the purpose of education is the development of the child's personality. This means, first of all, the child's awareness of the meaning of the learning process (in this case, the process of reading). And this is the condition for the implementation of the new GEF.