The structure of educational activity has the following form. General characteristics and structure of educational activities

Topic 10. The main characteristic of the educational activity.

I. General characteristics and structure of educational activities.

II. Factors of success of educational activity.

III. Learning motivation.

IV. Assimilation is the central link of educational activity.

Seminar: Independent work.

1. Understanding

2. Components of the soaking stage

3. Mastering the skill

LITERATURE:

1. Zimnyaya I.A. Pedagogical psychology: a textbook for universities. – M.: Logos, 2003

2. Nemov R.S. Psychology: Textbook for students of higher pedagogical educational institutions. In 3 books. Book 2. Psychology of education. - M .: Education: VLADOS, 1995

3. Pedagogical psychology: A textbook for students of higher educational institutions / ed. N.V. Klyueva. - M.: VLADOS-PRESS, 2003

I. General characteristics and structure of educational activities.

Learning activities- the activity of the subject in mastering the generalized methods of educational actions and self-development in the process of solving educational problems on the basis of external control and assessment of the teacher, turning into self-control and self-assessment.

Features of educational activity that distinguish it from other forms of learning:

1) educational activities are specifically aimed at mastering educational material and solving educational problems (i.e., it does not happen spontaneously);

2) in educational activity, general methods of mental actions (analysis, synthesis, comparison, etc.) and scientific, rather than worldly concepts are mastered;

3) general methods of action precede the solution of problems (before solving a problem, the student must first learn to analyze its conditions, generalize previously learned material, i.e., master the methods of mental actions);

4) learning activity leads to a change in the very subject of learning (when learning, a person improves his thinking, memory, imagination, and does not mechanically assign certain ZUNs);

5) a change in the mental properties and behavior of the student occurs depending on the results of his own learning activities, i.e. is an act of self-development.

Characteristics of learning activities:

The subject of educational activity- (its content, what it is aimed at), knowledge, skills, skills; generalized methods of mental actions (mental operations); programs and algorithms for mastering information.

Means of educational activity- what makes it possible:

a) material (computer, devices, stands);

b) materialized (texts, schemes);

c) ideal, i.e. non-material (language, system of signs; reproductive, problem-creative, research and cognitive methods of educational activity).

Product (result) of educational activity:

a) structured and updated knowledge, the ability to solve tasks of various types and apply the acquired material in various fields of science and practice (learning ZUNs);

b) neoplasms, changes in the student's psyche, his personality and behavior (development of thinking, memory, will, motivation, etc.).

The structure of learning activities:

1. Learning motivation- a set of motives for teaching.

Types of motives:

a) cognitive (external) - the desire to acquire new knowledge, interest in the subject, the desire for self-education;

b) social (internal) - the desire to get a good grade, take a certain position in a group, get a red diploma, etc.

Usually, the motivation of learning activity includes both types of motives, but it is preferable that cognitive motives dominate over social ones.

2. Learning task - the main unit of educational activity; a certain educational task, which is a system of information about some phenomenon, object, process, in which only part of the information is determined, and the rest must be found in the process of solving.

There are contradictions between individual concepts, provisions in the problem, requiring the search for new knowledge, evidence, and transformations.

Components of the learning task:

a) the subject of the task (“given”);

b) the requirement of the task (the wording of the task, "sought");

c) solution method - a system of operations used by the student, which provides a solution to the problem. It may include a certain algorithm - a model of a method for solving a problem, which involves the implementation of a clear sequence of learning actions.

Types of learning tasks:

1) neutral (non-problematic) - tasks for which a clear algorithm already exists;

2) problematic - tasks that are not answered by any algorithm (it is necessary to look for a solution);

3) cognitive - tasks that ensure the assimilation of ZUNs by each student individually;

4) communicative - tasks related to the transfer of knowledge from one student to another.

3. Learning activities– structural components of educational activity.

Learning activity consists of learning actions, and learning actions include separate operations.

Operations- specific ways in which actions are carried out.

- student's learning activity - the process of his learning as a whole;

- learning activities - note-taking of the book;

- educational operations of this action - reading the source, highlighting the main thing, systematizing the material.

Consciously used learning operations are automated over time and do not require constant conscious control (we think about what we read, not about as).

Types of learning activities:

1) From the position of the subject of the doctrine:

- targeting;

– exercise planning;

– programming (determining whether what, as and in what order learn);

– performance of training actions, operations;

- control (self-control) of the results of training activities;

– assessment (self-assessment).

2) In accordance with the psychological activity of students:

- mental actions - analysis, synthesis, generalization, concretization, abstraction, comparison (separate operations);

- perceptual actions (provide the perception of educational information) - recognition, identification, etc.;

- mnemonic (provide memorization) - imprinting information, structuring it, saving, reproducing, etc. (each type of action is revealed by the system of operations).

4, 5. Actions of control (self-control) and evaluation (self-assessment) - carried out on the basis of feedback, i.e. constant comparison of the results obtained with what was intended (the goal of the activity).

Stages of control and evaluation:

1) formation of an image of the desired result;

2) comparison of this image and the result obtained;

3) making a decision on the continuation of the action or its correction, if there is a discrepancy between the desired and the achieved.

In the course of learning activities, the skills of monitoring and evaluation by the teacher are gradually internalized, i.e. are assimilated by students, transforming into the action of self-control and self-esteem.

Educational activity has an external structure, consisting of the following elements (according to B.A. Sosnovsky):

1) educational situations and tasks - as the presence of a motive, a problem, its acceptance by students;

2) learning activities aimed at solving relevant problems;

3) control - as the ratio of the action and its result with the given samples;

4) assessment - as a fixation of the quality (but not quantity) of the learning outcome, as a motivation for subsequent learning activities, work.

Each of the components of the structure of this activity has its own characteristics. At the same time, being an intellectual activity by nature, educational activity is characterized by the same structure as any other intellectual act, namely: the presence of a motive, a plan (design, program), execution (implementation) and control

The learning task acts as a complex system of information about some object, a process in which only part of the information is clearly defined, and the rest is unknown, which needs to be found using existing knowledge and solution algorithms, combined with independent guesses and the search for optimal solutions.

In the general structure of educational activity, a significant place is given to the actions of control (self-control) and evaluation (self-assessment). This is due to the fact that any other educational action becomes arbitrary, regulated only in the presence of monitoring and evaluation in the structure of activity.

Control involves three links: 1) a model, an image of the required, desired result of an action; 2) the process of comparing this image and the real action; and 3) making a decision to continue or correct the action. These three links represent the structure of the subject's internal control over its implementation.

P.P. Blonsky outlined four stages of the manifestation of self-control in relation to the assimilation of material. The first stage is characterized by the absence of any self-control. The student at this stage has not mastered the material and, accordingly, cannot control anything. The second stage is complete self-control. At this stage, the student checks the completeness and correctness of the reproduction of the learned material. The third stage is characterized as the stage of selective self-control, in which the student controls, checks only the main points on the questions. At the fourth stage, there is no visible self-control, it is carried out, as it were, on the basis of past experience, on the basis of some minor details, signs.

In learning activities there are many psychological components:

Motive (external or internal), corresponding desire, interest, positive attitude towards learning;

Meaningfulness of activity, attention, consciousness, emotionality, manifestation of volitional qualities;

Orientation and activity of activity, a variety of types and forms of activity: perception and observation as work with sensually presented material; thinking as an active processing of the material, its understanding and assimilation (various elements of the imagination are also present here); the work of memory as a systemic process, consisting of memorization, preservation and reproduction of material, as a process inseparable from thinking;

Practical use of the acquired knowledge and skills in subsequent activities, their clarification and adjustment.

Learning motivation is defined as a particular type of motivation included in the activities of learning, learning activities. Like any other type, learning motivation is determined by a number of factors specific to this activity:

1) the educational system itself, the educational institution where educational activities are carried out;

2) organization of the educational process;

3) subjective characteristics of the student (age, gender, intellectual development, abilities, level of claims, self-esteem, his interaction with other students, etc.);

4) the subjective characteristics of the teacher and, above all, the system of his relations to the student, to the case;

5) the specifics of the subject.

A necessary condition for creating students' interest in the content of education and in the learning activity itself is the opportunity to show mental independence and initiative in learning. The more active the teaching methods, the easier it is to interest students in them. The main means of fostering a sustainable interest in learning is the use of such questions and tasks, the solution of which requires active search activity from students.

An important role in the formation of interest in learning is played by the creation of a problem situation, the collision of students with a difficulty that they cannot resolve with the help of their stock of knowledge; faced with difficulty, they are convinced of the need to acquire new knowledge or apply old knowledge in a new situation.

All the constituent elements of the structure of educational activity and all its components require a special organization, special formation. All these tasks are complex, requiring for their solution appropriate knowledge and considerable experience and constant everyday creativity.

Questions on lecture materials

1. What is training?

2. What are the general learning objectives?

3. What tasks need to be solved in the learning process?

4. What is gnostic activity?

5. What is the difference between external and internal Gnostic activity?

6. What is the structure of learning activities?

7. What psychological components are included in learning activities?

In learning activity, a person first opens himself up as a subject, and for the first time he faces the task of changing himself as a subject. This process of development, the formation of a person as a subject acquires a conscious and purposeful character. educational activity in this sense is a very significant moment in the formation of a person and as a person.

Structure of educational activity.

Learning activity has an external structure, consisting of the following

reducing elements (according to B.A. Sosnovsky):
● educational situations and tasks - as the presence of a motive, a problem, its acceptance by students;
● learning activities aimed at solving relevant problems;
● control - as a ratio of action and its result with given samples;
● assessment - as a fixation of the quality (but not quantity) of the learning outcome,

as a motivation for subsequent educational activities, work.

Each of the components of the structure of this activity has its own characteristics. At the same time, being an intellectual activity by nature, learning activity is characterized by the same structure as any other intellectual act, namely: the presence of a motive, a plan (design, program), execution (implementation) and control.

The learning task acts as a specific learning task that has a clear goal, but in order to achieve this goal, it is necessary to take into account the conditions under which the action must be carried out. According to A.N. Leontiev, a task is a goal given under certain conditions. As the learning tasks are completed, the student himself changes. Learning activity can be represented as a system of learning tasks that are given in certain learning situations and involve certain learning activities.
The learning task acts as a complex system of information about some object, a process in which only part of the information is clearly defined, and the rest is unknown, which needs to be found using existing knowledge and solution algorithms, combined with independent guesses and searches.

In the general structure of educational activity, a significant place is given to the actions of control (self-control) and evaluation (self-assessment). Control involves three links: a model, an image of the required, desired result of an action; the process of comparing this image and real action;
making a decision to continue or correct an action. These three links represent the structure of the subject's internal control over its implementation.

It is possible to achieve the set goal, to solve the educational problem only by mastering the actions and operations necessary for this, i.e. skills of systematization, processing of educational material, mnemonic techniques, etc. In fact, this should be embedded in the content of the educational process (teaching to learn).

The structural elements of learning activity are differently represented in the age dynamics of the development of a student as a subject of the educational process, and therefore the mechanisms of learning activity differ in certain periods of school age.

When a child comes to school, it is necessary to ensure the full formation of the need-motivational component, the adoption of a new role as a student, which will further ensure the emotional stability of the child and allow him to consciously regulate his behavior. Younger students are required to learn elementary planning, implementation and control of educational activities. In the middle link, cognitive processes acquire the character of arbitrariness, a control and regulatory component is actively formed, and a basis is provided for the development of an active independent position of the student, the adoption of an internal goal.
In high school, this goal is expanded, differentiated, filled with new content, thus, there is a shift towards a program-target component focused on a specific result in the form of a change in the subject of activity itself. Self-knowledge, reflection - those mechanisms that underlie the processes that are rapidly occurring at this time.

● the educational system itself, the educational institution where educational activities are carried out;

● organization of the educational process;
● subjective features of the student (age, gender, intellectual development, abilities, level of aspirations, self-esteem, his interaction with other students);
● subjective features of the teacher and, above all, his relationship to the student, to the case;
● specifics of the subject.

All the constituent elements of the structure of educational activity and all its components require a special organization, special formation. All these tasks are complex, requiring for the solution of relevant knowledge and considerable experience and constant everyday creativity.

Learning task and learning activities
In the works of S.L. Rubinshtein, the concept of a task received a broad interpretation in relation to the concept of action and in the general context of goal setting. learning task acts as a specific learning task with a clear goal. According to A.N. Leontiev, a task is a goal given under certain conditions. The main difference between the learning task and any other tasks, according to D.B. Elkonin lies in the fact that its goal and result is to change the subject itself, and not to change the objects with which the subject acts.

Almost all educational activities should be presented as a system of educational tasks (D.B. Elkonin, V.V. Davydov). They are given in certain learning situations and involve certain learning activities - subject, control and auxiliary (such as generalization, analysis, schematization, underlining, writing out, etc.). Two components are obligatory in the structure of the task: 1) the subject of the task in the initial state, 2) the model of the required state of the subject of the task.

The learning task is given in a specific learning situation. The learning situation can be conflict (an interpersonal conflict situation hinders learning) and collaborative, and in terms of content it can be problematic or neutral. The problem situation is given to the student in the form of a question: “Why?”, “How?”, “What is the reason, the connection of these phenomena?”

The task arises here as a consequence of the problem situation as a result of its analysis, but if the student did not accept, understand, and become interested in the problem situation, it cannot develop into a task.

Problem situations can differ in the degree of the problem itself. The highest degree of problematicness is inherent in such a learning situation in which a person 1) formulates a problem (task), 2) finds its solution himself, 3) solves it, and 4) controls the correctness of this solution himself.

In order for students to consciously perform and control their actions while solving educational problems, they must have clear ideas about the task, its structure, and means of solving it. They should receive such information in the form of a coherent system of orientation from the teacher.

The solution of the problem, the implementation of educational activities is possible only on the basis of the implementation learning activities and operations.

All actions included in the activity of the exercise can be divided into two types: general and specific.

General types of cognitive activity are used in different areas, when working with different knowledge. These include the ability to plan one's activities, the ability to control the implementation of any activity, etc. All methods of logical thinking also belong to the general types of cognitive activity: they are independent of specific material, although they are always performed using some kind of subject (specific) knowledge. The logical techniques include: comparison, summing up the concept, derivation of consequences, methods of proof, classification, etc. General activities include such as the ability to memorize, the ability to be attentive, the ability to observe, etc.

Specific actions reflect the features of the subject being studied and therefore are used within a given field of knowledge. Sound analysis, addition, etc. can serve as an example of specific actions.

Learning activity as a whole includes a number of specific actions and operations of different levels. To executive educational activities of the first level I.I. Ilyasov says:

1) actions of understanding the content of educational material;

2) actions of processing educational material.

In addition to executive actions for the assimilation and processing of the material, in parallel with them, control actions, the nature and composition of which depends on the same conditions as the nature and composition of executive actions (the source and form of obtaining educational information). Along with mental, perceptual and mnemonic actions and operations, reproductive (performing, template) and productive (aimed at creating a new) actions are realized in educational actions.

In the doctrine, first of all, the actions of goal-setting, programming, planning, performing actions are singled out; actions of control (self-control), assessment (self-assessment) Each of them corresponds to a certain stage of educational activity and implements it.

In educational activities, according to the criterion of productivity and reproduction, three groups of actions can be distinguished. Actions that, according to their functional purpose, are performed according to the given parameters, in the given way, are always reproductive , for example, performing; aimed at creating a new one, for example, goal setting, productive. intermediate group constitute actions that, depending on the conditions, can be either one or the other (for example, control actions).

The reproductive or productivity of many educational activities is determined by whether they are carried out: a) 1) according to the programs, criteria, methods set by the teacher, and 2) already previously templated, stereotyped way, or b) according to independently formed criteria, own programs, in a new way, a new combination funds.

For the teacher, it is not so much the analysis of the structure of educational activity that is of interest, but the problem of its adequate formation among students. In fact, it is about teach students to learn, and this is often more important than arming them with specific subject knowledge. The biggest difficulty lies in the independent selection of meaningful material to be mastered.

Similar information.

1. Characteristics of the learning process

Education is a specific type of pedagogical process, during which, under the guidance of a specially trained person (teacher, lecturer), the socially conditioned tasks of educating a person are realized in close connection with their upbringing and development.

A correct understanding of the learning process itself includes the necessary characteristics:

1) learning is a specific human form of transferring social experience: through tools and objects of labor, language and speech, specially organized educational activities, the experience of previous generations is transmitted and assimilated;
2) learning is impossible without the presence of interaction between the student and the teacher, without the presence of the "counter" activity of the student, without his corresponding work, called learning. “Teaching is work full of activity and thought,” wrote K.D. Ushinsky. Knowledge cannot be transferred mechanically from one head to another. The result of communication is determined not only by the activity of the teacher, but also to the same extent by the activity of the student, by their very relationship;
3) learning is not a mechanical addition to the already existing psychological processes, but a qualitative change in the entire inner world, the entire psyche and personality of the student. During assimilation (as the highest stage of learning), there is a kind of transfer of knowledge from the outside to the inside (internalization), which is why the studied material becomes, as it were, the personal property of the individual, her own and open to her. A specific feature of educational activity is the activity of self-change. Its goal and result is a change in the subject itself, which consists in mastering certain modes of action, and not in changing the objects with which the subject acts.

General goals learning:

1) the formation of knowledge (a system of concepts) and methods of activity (methods of cognitive activity, skills and abilities);
2) an increase in the general level of mental development, a change in the very type of thinking and the formation of needs and abilities for self-learning, the ability to learn.

During the learning process, you need to solve the following tasks:

- stimulation of educational and cognitive activity of trainees;
- organization of their cognitive activity to master scientific knowledge and skills;
- development of thinking, memory, creative abilities;
- improvement of training skills and abilities;
- development of a scientific outlook and moral and aesthetic culture.

Thus, education- this is a purposeful, pre-designed communication, during which the education, upbringing and development of the student is carried out, certain aspects of the experience of mankind, the experience of activity and knowledge are assimilated.

Learning can be characterized as a process of active interaction between the teacher and the student, as a result of which the student develops certain knowledge and skills based on his own activity. And the teacher creates the necessary conditions for the activity of the student, directs it, controls it, provides the necessary means and information for it.

2. Teaching as an activity

Under the activity in psychology, it is customary to understand the active interaction of a person with the environment in which he achieves a consciously set goal that arose as a result of the appearance of a certain need, motive. The types of activities that ensure the existence of a person and the formation of him as a person are communication, play, teaching, work.

Teaching takes place where a person's actions are controlled by the conscious goal of acquiring certain knowledge, skills, behaviors and activities. Teaching is a specifically human activity, and it is possible only at that stage in the development of the human psyche, when he is able to regulate his actions with a conscious goal. The doctrine makes demands on cognitive processes (memory, intelligence, imagination, mental flexibility) and volitional qualities (attention control, regulation of feelings, etc.).

Learning activity combines not only the cognitive functions of activity (perception, attention, memory, thinking, imagination), but also needs, motives, emotions, and will.

Any activity is a set of some physical actions, practical or verbal. If teaching is an activity, then can it be carried out without external and visible forms? Studies by scientists have shown that in addition to practical activities, a person is also able to carry out a special gnostic(cognitive) activity. Its purpose is the knowledge of the surrounding world.

Gnostic activity, like practical activity, can be objective and external. It can also be a perceptual activity or a symbolic activity. Unlike practical activity, gnostic activity can also be internal, or at least not observable. Thus, perception is often carried out with the help of externally unobservable perceptual actions that ensure the formation of the image of the object. Memory processes are implemented by special mnemonic actions (highlighting semantic connections, mental schematization and repetition). Special studies have found that the most extensive forms of thinking are carried out through special mental actions performed by a person "to himself" (for example, the actions of analysis and synthesis, identification and distinction, abstraction and generalization). In the learning process, these activities are usually closely intertwined. Thus, studying the classification of plants, the student examines them (perceptual activity), separates the main parts of the flower (objective activity), describes what he sees (symbolic or speech activity), sketches (objective perceptual activity), etc. In different cases, the ratio of these types of activity is different, but in all cases the teaching is expressed in active gnostic activity, which often has internal forms.

The works of many psychologists (Vygotsky, Leontiev, Halperin, Piaget, and others) have shown that internal activity arises from external activity in the process of internalization, due to which the objective action is reflected in the consciousness and thinking of a person. For example, the objective action of separating, disassembling a thing into parts, when solving the corresponding problems, is replaced by an action in the mind (dismemberment of a thing on the basis of its image or concept of it). The objective action turns into a process of internalization, into the action of mental analysis. Systems of such mental (mental) actions, unfolding in an ideal plan, are internal activities.

It has been established that the main means of interiorization is the word. It allows a person, as it were, to “tear off” the action from the object itself and turn it into an action with images and a concept of the object.

External gnostic activity is obligatory for teaching, when images, concepts about the subject and the actions corresponding to them have not yet been formed in the human mind. If the child already has the images, concepts and actions necessary for mastering new knowledge and skills, then internal gnostic activity is sufficient for learning.

When deciding on the nature of educational activity, it is necessary first of all to analyze what kind of knowledge and skills the assimilation of new material requires. If the student does not yet possess certain images, concepts and actions, then the teaching must begin with objective gnostic activity. The student must carry out the appropriate actions with his own hands. Then, highlighting and fixing them with the help of words, he must gradually translate their fulfillment into an ideal internal plan. If the student already owns the arsenal of the necessary initial concepts and actions, then he can begin teaching directly from the inner gnostic activity. In this case, the student can be presented with the appropriate words, since he already knows what they mean and what actions are necessary with them. This is the basis of traditional communication and demonstration teaching. It corresponds to such learning methods as listening, reading, observing.

Educational activity is the leading activity at school age. Under the leading activity is understood such activity, during which the formation of the main mental processes and personality traits occurs, neoplasms appear that correspond to age (arbitrariness, reflection, self-control, internal plan of action). Educational activities are carried out throughout the child's education in school. Educational activity is especially intensively formed during the period of primary school age.

In the course of educational activities, changes occur:

- in the level of knowledge, skills and abilities;
- in the level of formation of certain aspects of educational activity;
- in mental operations, personality traits, i.e. in the level of general and mental development.

Educational activity is, first of all, an individual activity. It is complex in its structure and requires special formation. Like work, educational activity is characterized by goals and objectives, motives. Like the adult doing the work, the student must know what make, why, as, see your mistakes, control and evaluate yourself. A child entering school does not do any of this on his own; he does not have teaching skills. In the process of learning activities, the student not only masters knowledge, skills and abilities, but also learns to set educational tasks (goals), find ways to assimilate and apply knowledge, control and evaluate their actions.

3. Structure of educational activity. Psychological components

Educational activity has an external structure, consisting of the following elements (according to B.A. Sosnovsky):

1) educational situations and tasks - as the presence of a motive, a problem, its acceptance by students;
2) learning activities aimed at solving relevant problems;
3) control - as the ratio of the action and its result with the given samples;
4) assessment - as a fixation of the quality (but not quantity) of the learning outcome, as a motivation for subsequent learning activities, work.

In learning activities there are many psychological components:

- motive (external or internal), corresponding desire, interest, positive attitude to learning;
- meaningfulness of activity, attention, consciousness, emotionality, manifestation of volitional qualities;
- orientation and activity of activity, a variety of types and forms of activity: perception and observation as work with sensually presented material; thinking as an active processing of the material, its understanding and assimilation (various elements of the imagination are also present here); the work of memory as a systemic process, consisting of memorization, preservation and reproduction of material, as a process inseparable from thinking;
- practical use of the acquired knowledge and skills in subsequent activities, their clarification and adjustment.

1) the educational system itself, the educational institution where educational activities are carried out;
2) organization of the educational process;
3) subjective characteristics of the student (age, gender, intellectual development, abilities, level of claims, self-esteem, his interaction with other students, etc.);
4) the subjective characteristics of the teacher and, above all, the system of his relations to the student, to the case;
5) the specifics of the subject.

4. Characteristics of educational activities

The concept of educational activity is considered from the standpoint of the concept of educational activity, developed since the beginning of the 60s (D.B. Elkonin, V.V. Davydov, V.V. Repkin, etc.). Learning activity is understood as a special form of student activity aimed at changing himself as a subject of learning, after which it begins to act as a direct basis for his development.

By the time the child enters school, he is the subject of various types of activities, and he develops a need to expand the sphere of self-realization as a subject. However, he does not have the need for self-change, much less the ability to do so. Both can arise, take shape and develop only in the process of schooling itself. The transformation of the child into a subject interested in self-change and capable of it is the main content of the development of the student. Whether this opportunity is realized or not is another matter: a child can participate in the educational process as a subject only if he acquires the ability to independently find ways to solve the problems that arise before him. And such opportunities are determined by the conditions that will be created in the learning process.

Due to the assimilation of methods for solving various particular problems, it is impossible to develop the ability to independently find ways to solve it - you need to master the general principles for solving problems of certain classes. To do this, the student must discover the internal properties and relationships of the objects of action, i.e., their properties that determine the patterns of their functioning and transformation. The latter, however, constitutes the content of a scientific (theoretical) concept, and mastery of a system of such concepts is a prerequisite and basis for independently determining methods for solving problems of a certain class. In order for the general principle of constructing actions to be created by the student precisely in this capacity, the student must act with the object, revealing the properties of this object in the course of the changes that occur, analyzing and generalizing the conditions of the problem, fixing them in the form of a concept. In fact, this is a completely special activity, fundamentally different from ordinary actions when assimilating a ready-made system of concepts offered by traditional education - that is why it was called “quasi-research” (V.V. Davydov). Such an activity certainly requires a critical comparison of its process and result with the methods and results of other students, therefore, such a form of communication between students and the teacher as a collective educational dialogue becomes extremely important. It creates conditions for the so-called "exchange of activities" between its participants, which is a kind of activity, called collectively distributed activity.

If all these features are provided in the educational process, then the task of finding the principles for constructing a certain action acquires a deep personal meaning for the student, acts as a task for self-change, and thus becomes a proper educational task. Then, finally, there are opportunities to form all the components of educational activity and the mechanisms of its regulation. There is an interest of the student not only in the successful solution of individual educational problems, but also in their systems, and as a result, there is a need for self-change. Growing interest more and more combines individual learning activities and their complexes into a complex system, and this process leads to the emergence and subsequent development of monitoring and evaluation activities as independent components of learning activities. Their appearance means that the structure of learning is filled with all the components, and then there is a specific generalization of the ways of implementing individual systems of educational actions into a holistic education that provides what is usually called the ability to learn.

Thus, the picture of the formation of educational activity unfolded in time is a multifaceted, complex process, and its course can go in many different ways. The central dependencies are determined by how the formation of the leading components of this process will be ensured: the motives of educational activity, goal-setting features, educational actions, control and evaluation.

5. Characteristics of the components of educational activity
1. Characteristics of motives

The motive is a source of activity and performs the function of motivation and meaning formation. To characterize the motive means to answer the question for the sake of which the activity is performed. Thanks to the motive, activity is not closed in on itself, it leads it out, orients it to something wider, lying beyond its limits. It is this orientation that acts as a source of activity, giving it meaning and motivation. This is something broader, outside of activity, should be exceptionally significant, important for the individual. The strength of the motive is determined by the degree of this significance. Activity without a motive or with a weak motive is either not carried out at all, or it turns out to be extremely unstable.

The specific motives of a student's educational activity can be the desire for encouragement, the fear of punishment for failure, etc. Such motives for educational activity, not related to the educational process, but brought into it from the outside, are called external motivation. If the motive of educational activity is interest in the educational activity itself, in its content, then such motivation is called internal or educational-cognitive interest. It is he, unlike other possible motives, that can only ensure the flow of full-fledged educational activity, since he directs the student directly to the process of solving meaningful educational problems.

The educational and cognitive interest of different students can have a different degree of intensity, take on various forms of manifestation, be updated with more or less ease, mainly in one or another educational situation, etc. All these features of the manifestation of educational and cognitive interest are the subject of its diagnosis.

2. Characteristics of the goal and goal setting

The motive is usually realized by setting and achieving some goal. A goal is a representation of a specific result to be achieved. It performs the function of a direction of activity. To characterize the goal means to answer the questions: what exactly should be achieved as a result, what exactly should the activity be directed to?

The emergence of goals, their selection, definition, awareness is called goal setting. Goal-setting has two forms: 1) independent determination of the goal in the course of performing activities as one of the stages of its implementation, 2) determining the goal based on the requirements put forward by someone, tasks. In the educational process, the second case is almost the leading one, and special attention is paid to it. The fact is that the external demand made to the student by the teacher (what exactly and how exactly should be done) does not always turn into the goal that the student sets himself. This requirement must be fully accepted, but this is not always the case: external goals are often distorted, changed, which actually leads to a redefinition of the goal. Purpose is most often redefined by students in the direction of “fitting” to well-formed, automated ways of doing things.

There are two main types of goal setting. Goal-setting of one type provides the possibility of accepting only particular tasks for mastering the patterns of actions set by someone, “ready-made” knowledge, when the main intermediate tasks are to understand, remember, reproduce. Goal-setting of another type ensures the adoption and then independent setting of new educational tasks, in which the analysis of the condition becomes the main one, the choice of the appropriate method of action, control and evaluation of its application, etc.

3. Characteristics of learning activities

The implementation of the motives and goals of educational activity is carried out in the process of the student fulfilling the system of educational actions. To characterize learning actions means to describe what exactly and how exactly the student does in the direction of achieving the goal. Learning activities include specific ways of transforming educational material in the process of completing learning tasks. The content and “depth” of such a transformation of the material can be different, it is determined by the composition of the methods of learning actions that the student has, and the degree of their formation, mastery.

Specific learning activities are extremely diverse and their composition is closely related to the content of the learning tasks to be solved. These are, for example, actions but the analysis of the condition of the problem, to highlight the essential in the phenomenon, but the application of specific grammatical or arithmetic rules when performing a new task, etc. In this case, it may turn out that some actions in the child are well formed, while others are insufficiently formed, and it is extremely difficult to take into account all this variety of actions.

Therefore, when assessing the formation of educational actions, one should, if possible, abstract from their specific composition when the student solves a particular educational task, and take into account mainly only their generalized characteristics, such as the degree of independence in the process of solving the problem, awareness of the methods of the action performed, the possibility of its implementation in modified conditions, etc. These and other generalized characteristics of educational actions constitute the subject of their diagnosis.

4. Characteristics of the control action

The condition for the normal course of educational activities is the presence of control over their implementation. The function of control is to constantly monitor the progress of the implementation of educational actions, the correctness of the sequence of stages of the action, the correctness of the performance of actions at each stage. This is manifested in the timely detection of various large and small errors in their implementation, as well as making the necessary adjustments to them.

The features of the action of control for different students can be different, and these differences can manifest themselves in the degree of automation of its course (whether it is a detailed independent action or is included in the process of performing educational actions), in its direction (the process of performing actions is controlled or only their results) , in the criteria on the basis of which control is built (materialized or ideally represented scheme-sample), in the time of its implementation (after the action, in the course of the action and before it begins), etc. These and other characteristics of control are the subject of its diagnostics.

5. Characteristics of the evaluation action

The assessment performs the function of summarizing the results of the completed system of actions, which is manifested primarily in the achievability of the goals set. The degree of achievability (or unattainability) of the set goal, the correctness of the selected (designed) action, the possibility (or impossibility) of solving it are assessed. The final assessment, as it were, authorizes the fact of completion of actions (if it is positive) or encourages the student to an in-depth analysis of the conditions of the task, the possibilities of solving it (if it is negative). The assessment made by the student before solving the problem allows him to adequately determine his capabilities in solving it and plan his activities in accordance with this.

Different students have different characteristics of the assessment action. The differences are whether the student feels or does not feel the need to evaluate his actions, relies on his own assessment or on the marks of the teacher, takes into account the content of the actions performed by him or only accompanying random signs, may or may not be able to assess in advance his capabilities regarding solution of the forthcoming task, etc. All these characteristics of the evaluation action constitute the subject of its diagnostics.

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