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

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

What are the types of UUD (universal learning activities)

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

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

What is the essence of personal actions?

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

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

Types of actions

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

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

Groups of personal UUD

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

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

The younger student must:

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

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

The younger student must:

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

How personal UUDs are formed in elementary school

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

First, the teacher’s actions must be meaningful.

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

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

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

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

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

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

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

Literary reading

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

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

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

The world

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

A few words about diagnostics

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

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

Conclusion

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

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

The most important task of the modern education system is the formation of universal educational activities that provide schoolchildren with the ability to learn, the ability for self-development and self-improvement. The quality of knowledge acquisition is determined by the diversity and nature of the types of universal actions. Forming the ability and readiness of students to implement universal learning activities will improve the efficiency of the educational process.

The UUD concept is based on a system-activity approach, which provides:

• formation of readiness for self-development and continuous education;
• designing and constructing a social environment for the development of students in the education system;
• active educational and cognitive activity of students;
• construction of the educational process taking into account the individual age, psychological and physiological characteristics of students.

UUD are generalized actions that generate motivation for learning and allow students to navigate various subject areas of knowledge.

Main functions of the UUD:

• ensuring the student’s ability to independently carry out learning activities, set educational goals, seek and use the necessary means and methods to achieve them, monitor and evaluate the process and results of the activity;
• creating conditions for the harmonious development of the individual and his self-realization based on readiness for lifelong education; ensuring the successful acquisition of knowledge, the formation of skills, abilities and competencies in any subject area.

Universal learning activities:

• communicative,
• educational,
• regulatory,
• personal.

Regulatory learning activities provide the ability to manage cognitive and educational activities by setting goals, planning, monitoring, correcting one’s actions, and assessing the success of mastering:

• goal setting,
• planning,
• forecasting,
• control,
• correction,
• grade,
• self-regulation.

Personal actions make learning meaningful by linking it to real life goals and situations. Personal actions are aimed at awareness, research and acceptance of life values, allow you to navigate moral norms and rules, and develop your life position in relation to the world:

• self-determination,
• meaning making,
• moral and aesthetic assessment (“What is good, what is bad”).

Cognitive actions include the actions of research, search, selection and structuring of the necessary information, modeling of the content being studied:

• general educational universal actions,
• logical universal actions,
• formulation and solution of the problem.

Communicative actions provide opportunities for cooperation: the ability to hear, listen and understand a partner, plan and coordinately carry out joint activities, distribute roles, mutually control each other’s actions, be able to negotiate, lead a discussion, correctly express one’s thoughts, provide support to each other and effectively cooperate as a teacher, so with peers:

• planning,
• asking questions
• conflict resolution,
• control, correction of actions.

To develop educational and cognitive competence in mathematics lessons, various technologies are used depending on the type of lesson.

Table 1

Lesson type	Educational technologies
Lesson on communicating new knowledge	ICT, problem-based learning technology
Lesson to consolidate knowledge	ICT, collaborative learning, critical thinking technologies
Repetition lesson	GAMES, group forms of work
Lesson on systematization of studied material	ICT, project method, collaborative learning, group forms of work
Combined lesson	All technologies can be used

To form universal educational actions in mathematics lessons, 4 stages can be distinguished:

Stage 1 - introductory - motivational.

In order for a student to begin to “act”, certain motives are necessary. In mathematics lessons, it is necessary to create problem situations where the student demonstrates the ability to combine elements to solve a problem. At this stage, students should understand why and why they need to study this topic, and learn what the main learning objective of the work ahead is. (Problem-based learning technology is used.)

Stage 2 - discovery of mathematical knowledge.

At this stage, techniques that require independent research and stimulate the growth of cognitive needs are crucial.

Stage 3 - formalization of knowledge.

The main purpose of the techniques at this stage is to organize students’ activities aimed at a comprehensive study of the established mathematical fact.

Stage 4 - generalization and systematization.

At this stage, I use techniques that establish connections between the studied mathematical facts and bring knowledge into the system. The formation of all components of educational and cognitive competence occurs in the process of carrying out educational and cognitive activities, and correlates with the stages of its formation, i.e., it is of an activity-based nature.

The formation and development of UDL in mathematics lessons occurs with the help of various types of tasks.

table 2

Types of universal actions	Types of tasks
Personal	Participation in projects Summing up the lesson Creative tasks with practical application Self-assessment of events
Cognitive	. "Find the Differences" . "Search for the odd one out" . "Chains" Working with dictionaries
Regulatory	. "Intentional mistakes" Searching for information in suggested sources Mutual control . "I'm looking for a mistake" Quiz on a specific problem
Communication	Write a task for your partner Feedback on a friend's work . “Prepare a story on the topic...” . "Explain..."

Mastery of educational skills leads to the development of content that is significant for the formation of cognitive, moral and aesthetic culture, preservation of one’s own health, and the use of skills in everyday life and practical activities of students.

Results of the formation of the UUD.

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

• highlight the type of problems and ways to solve them;
• search for the necessary information needed to solve problems;
• distinguish between reasonable and unfounded judgments;
• justify the stages of solving a learning problem;
• analyze and transform information;
• carry out basic mental operations (analysis, classification, comparison, analogy, etc.);
• establish cause-and-effect relationships;
• possess a general technique for solving problems;
• create and transform diagrams necessary to solve problems;
• select the most effective way to solve a problem based on specific conditions.

The main criterion for the formation of communicative actions can be considered the child’s communicative abilities, including:

• desire to make contact with others (communication motivation “I want!”);
• knowledge of the norms and rules that must be followed when communicating with others;
• the ability to organize communication, including the ability to listen to the interlocutor, the ability to resolve conflict situations.

The criterion for the formation of regulatory actions can be the ability to:

• choose the means for your behavior;
• plan, control and perform an action according to a given pattern, rule, using norms;
• plan the results of your activities and anticipate your mistakes;
• start and end your actions at the right moment.

The result of the formation of personal UUDs should be considered:

• level of development of moral consciousness;
• assignment of moral standards, acting as a regulator of moral behavior;
• complete orientation of students to the moral content of the situation.

Typical tasks in mathematics lessons aimed at developing personal learning skills.

1. The role of mathematics as the most important means of communication in the formation of speech skills is inextricably linked with personal results, since the basis for the formation of a person as an individual is the development of speech and thinking. From this point of view, all tasks in the textbook, without exception, are focused on achieving personal results, since they offer not only to find a solution, but also to justify it, based only on facts (all tasks accompanied by the instructions “Explain...”, “Justify your opinion...” ).

Working with mathematical content teaches you to respect and accept other people’s opinions, if they are justified (all tasks accompanied by the instruction “Compare your work with the work of other children”). Thus, working with mathematical content makes it possible to raise students’ self-esteem, develop their sense of self-esteem, and understanding the value of their own and others’ personalities.

2. The presence in a mathematics course of a large number of lessons built on problem-dialogical technology gives the teacher the opportunity to demonstrate to children the value of brainstorming as a form of effective intellectual interaction. If children have learned to work in this way, they develop an understanding of the value of human interaction, the value of a human community formed as a team of like-minded people, and the value of the personality of each member of this community.

3. Since the mathematics course is focused on the development of communication skills, the lessons include situations of close interpersonal communication, which involve the formation of the most important ethical standards. These communication norms allow you to teach your child how to interact competently and correctly with others. Such work develops in children the idea of ​​tolerance, teaches patience in relationships and at the same time the ability not to lose one’s individuality when communicating, i.e., it also contributes to the formation of ideas about the value of the human personality. (All tasks related to work at the stage of primary consolidation of new things, work with word problems in class, etc.).

Formation of regulatory universal educational actions in mathematics lessons - typical tasks.

In mathematics lessons, working with any educational task requires the development of regulatory skills. One of the most effective educational tasks for the development of such skills is a text problem, since working with it fully reflects the algorithm of work to achieve the goal.

The next stage in the development of organizational skills is work on a system of educational tasks (learning task). To do this, in the 1st grade, problematic questions are proposed for students to discuss and conclusions that allow them to check the correctness of their own conclusions. Thus, schoolchildren learn to compare their actions with a goal. All lessons in grades 2-4 include problem situations that allow students, together with the teacher, to choose the goal of the activity (to formulate the main problem “question” of the lesson). Problem situations in a mathematics course are based on difficulties in completing a new task; the system of leading dialogues allows students to independently, based on their existing knowledge, derive a new action algorithm for a new task, setting a goal, planning their activities, and evaluate the result by checking his.

That is, the development of organizational skills is carried out through a problem-dialogical technology for mastering new knowledge, where the teacher is the “director” of the educational process, and students together with him pose and solve an educational subject problem, while children use these skills in the lesson. By the end of primary school, the use of project activities both in and outside of school. Project activities involve both collective and individual work on an independently chosen topic. This topic involves solving life-practical (often interdisciplinary) problems, during which students use their assigned algorithm for posing and solving problems. The teacher in this case is a consultant. By the end of primary school, the student gradually learns to give his own answers to ambiguous assessment questions. So he gradually begins to grow the basics personal worldview.

Formation of cognitive universal educational actions in mathematics lessons - typical tasks.

Visual-figurative thinking, characteristic of children of primary school age, allows you to form a holistic but preliminary picture of the world, based on facts, phenomena, images and simple concepts. The development of intellectual skills is carried out under the guidance of a teacher in grades 1-2, and in grades 3-4 learning tasks are set that students learn to solve on one's own. By the end of primary school, the formation of abstract thinking allows one to begin completing the picture of the world with facts, phenomena and abstract concepts from various subjects (sciences). In mathematics lessons:

1. The age-related psychological characteristics of younger schoolchildren make it necessary to formulate modeling as a universal educational activity. For mathematics, this action seems to be the most important, since it creates the most important tools for the development of cognitive universal actions in children. For example, a large number of mathematical problems can be understood and solved by primary schoolchildren only after creating an auxiliary model that is adequate to their perception. Therefore, assignments in the first grade introduce students to generally accepted models in mathematics; in grades 2-4, typical assignments teach children how to independently create and use models when solving subject problems.

2. Widespread use of productive tasks that require targeted use and, as a consequence, the development of such important mental operations as analysis, synthesis, classification, comparison, analogy. (These are tasks like “Compare”, “Divide into groups”, “Find a true statement”, etc.)

3. These are also tasks that allow you to teach schoolchildren to independently apply knowledge in a new situation, that is, to form cognitive universal learning actions.

Formation of communicative universal educational actions - typical tasks in mathematics lessons.

Basic skills of various types of speech activities are developed: speaking, listening. In the lessons, in addition to the frontal one, a group form of organizing children's educational activities is used, which allows them to use and improve their communication skills in the process of solving educational subject problems (tasks). Further development of students’ communicative skills by the end of primary school begins to be carried out through students’ independent use of the assigned system of techniques for understanding oral and written text. Communicative UUD are successfully formed if pair work is properly organized in the classroom. Using this form of work allows all children to participate in activities, work, and there are no unoccupied children left in the classroom.

It is most advisable to use pair work in lessons on systematization and generalization of knowledge, since students already have a certain amount of knowledge on the topics or section covered. However, pair work can also be used in lessons for mastering new knowledge and in control lessons.

Here we can give an example of children's activities leading to the development of communicative learning activities: students receive a task under the same number: one student becomes a performer - he must complete this task, and the other - a controller - must check the correctness of the completed task. At the same time, the controller has detailed instructions for completing the task. When completing the next task, the children change roles: whoever was the performer becomes the controller, and the controller becomes the performer.

Using a paired form of control allows you to solve one important problem: students, by controlling each other, gradually learn to control themselves and become more attentive.

Pros of use group work in lessons for the formation of communicative learning skills:

1. Children are always ready to share what they know well.
2. The guys are engaged in specific work that interests them, and not repeated work, the results of which have already been achieved.
3. Independence develops, efficiency increases, and a sense of responsibility for the work done grows.
4. Knowledge is absorbed better.
5. Group support creates a feeling of security, and even the most timid and anxious children overcome their fear.

Presentation of teaching experience

At present, there are still many questions related to the technology for forming the UUD, and the specific model of work is not fully understood.

But one thing is clear - the formation of a UUD is impossible if the educational process is organized in the old fashioned way. You cannot teach a child to communicate, learn, or organize his activities.

“If you want to learn, you have to study.” The same applies to universal learning activities. To learn to plan, you need to plan, and to learn to systematize information, you need to master the forms in which you need to analyze and process information.

Therefore, the implementation of second-generation educational standards presupposes a new role for the teacher, as well as the use of “other” technologies, forms, and methods that meet the requirements.

Thus, the role of the teacher is changing - now he is the organizer of the student’s development, who understands and knows how not only to give knowledge to the child, but also to use the lesson for the development of regulatory, communicative, cognitive and personal learning activities. The teacher is the child’s main assistant in mastering competencies; he walks alongside, creating conditions for development, and not just for mastering subject knowledge!

This can only be achieved through a special organization of the educational process.

To solve these problems, you can create a training manual - the table “Universal educational activities for students.”

Distribute all 4 groups of universal educational actions by color: cognitive - blue, communicative - green, regulatory - yellow and personal - red. Each child has 4 circles of these colors on his desk. From the Program for the Formation of UDL, write out all the UUD for the first grade and reformulate all educational activities into children's language. And at each stage of the lesson, when setting a goal, children rely on this table, showing a circle of a certain color. This will be included in the system, and children will easily be able to say what will be formed at this stage of the lesson. We create the same table for other classes, taking into account the requirements of the UUD Formation Program.

Presentation of the lesson system

A fragment of a lesson using the created manual.

The textbook by V. G. Goretsky “ABC” allows you to solve the problems of forming the entire complex of educational instruction for 1st grade students, which is a priority area in the content of education.

In accordance with the requirements of the Federal State Educational Standard, not only the study of each section, but also each lesson must begin with goal setting.

At the organizational stage, when it is necessary to prepare students for work, I set a specific goal: to provide an external favorable environment for work, to psychologically prepare the children for joint activities.

At this stage, they are formed personal and regulatory UUD: meaning formation, students’ organization of their activities, goal setting.

Fragment 1

Personal UUD:

1. Psychophysical training, emotional mood for the lesson

I am glad to see your faces and your eyes again. And I think that today’s lesson will bring us all the joy of communicating with each other. Good luck to you! In what mood do you start the lesson? “Honk” me, please. (The children smile at me and at each other.)

2. Short poems that give a positive attitude to the lesson. For example: Rhymes help with this:

The lesson begins

It will be useful for the guys.

Let's study letters

Check it out, buddy.

Are you ready to start the lesson?

Is everything alright

A book, pen and notebook?

Have you checked? Sit down!

Work hard!

1. Statement of the educational task.

Let's assume what we will do in class today. Open the “ABC” by V.G. Goretsky on p. 4-5 (part 2)

Will we discover new knowledge or repeat what we have learned?

Let's set a goal for the lesson:

Consolidate your knowledge of the soft, dull, consonant sound [ch’].

2. Determination of the type of generated UUD

Guys, what are we learning to do now? (plan your activities).

Indicate these actions with a circle. (yellow) - regulatory UUD

Fragment 2

1. Composing words with the studied letter

• guessing words by interpretation (including figurative ones) or by general features;
• solving riddles;
• game-tasks “I thought of a word”, “Question - answer”.

I came up with words with the sound [h’]. Guess them (Thicket, clock, bee, luck.)

(When you encounter a word with the combination CHA or CHU, skip the vowels).

2. Creating and solving a problem situation

Guys, what letters should I write in the combinations CHA, CHU?

Draw a conclusion. (Remember! CHA, CHA)

3. Determination of the type of generated UUD:

Guys, what are we learning to do now?

(learned to construct a speech statement)

With what circle we designate these actions (green circle) - communicative UUD. I use these questions to stimulate students’ thinking. By answering questions and making original small “discoveries” in the field of linguistics, schoolchildren become convinced of the practical significance of knowledge of the Russian language, and the academic subject itself opens up for them in a new way. Behind the external simplicity (sometimes even frivolity of wording) of the questions lies a serious linguistic content: students must explain linguistic facts in “scientific language.” Thus, when performing these tasks, the main thing is not the identification of linguistic facts, but their explanation, that is, the skills and abilities of constructing a coherent statement in a scientific style are formed.

The tasks of this group include:

4. Reinforcing the learned rule

Listen to the fairy tale (dramatization):

Once upon a time there were hissing Ch and Sh in the world, and not far away lived the vowels U, Yu, A, Ya. They lived together. And then one day the letters decided to play hide and seek. It fell out to drive hissing. The rest ran to hide. The letters sit in hidden places, waiting for people to look for them. The hissing ones looked into all the cracks, searched hard, rustled - they had already found A and U. But they just couldn’t find the vowels Y and Y. They searched, hiccupped, lost their feet - they searched until evening. And so, stumbling, offended, tired, hungry, they decided to go home. They pass by the neighboring house and see that Me and Yu, as if nothing had happened, are sitting, laughing, watching TV, drinking tea with gingerbread. The hissing ones were offended, and since then they have been apart from each other. They never stand together, but only like this: CHU-SHCHU, CHU-SHCHA.

This is what the fairy tale says. What do you guys think, why is it not necessary to put the letters Yu and Z after the letters CH and Ш? Formulate a detailed, coherent answer to the question.

So, our main goal today is to teach students the “ability to learn”, to provide any child in Russia with a level of development that will allow him to be successful in learning not only at school, but throughout his life. Therefore, the task of creating a bank of standard tasks and tasks aimed at developing UUD becomes so important.

I believe that universal learning activities are the foundation for the formation of key competencies of students. The important thing is that children can feel like equal participants in the educational process. They try to teach themselves, acquiring knowledge on their own and teaching others. And, at the same time, it is important for them to know that in case of difficulty, the teacher can help them and guide their actions. The main thing in the lesson is cooperation, mutual understanding arises between all participants, efficiency and motivation to learn increases. It is necessary to work in this direction from the child’s first day of school until he graduates from elementary school, and then in middle and high school.

1. Asmolov A. G. How to design universal educational activities in elementary school: from action to thought: a manual for teachers. M., Education, 2008.
2. Asmolov A. G., Burmenskaya G. V., Volodarskaya I. A. Formation of universal educational actions in primary school: from action to thought. Task system. M., Education, 2011.
3. Fundamental core of the content of general education / Russian Academy of Sciences. Sciences, Ross. acad. education; edited by V.V. Kozlova, A.M. Kondakova, fourth edition, M., Prosveshchenie, 2011 (series “Second Generation Standards”).
4. Textbook by V. G. Goretsky “ABC”
5. Gorev P. M., Utemov V. V. Development of universal educational actions of primary school students in the context of the implementation of new generation standards (FSES): Educational and methodological manual. - Kirov: Publishing house MCITO, 2015. - 275 p.

Place of work, position: primary school teacher

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Formation of universal learning activities (UAL).

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

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

Functions of universal educational actions:

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

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

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

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

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

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

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

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

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

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

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

General educational universal actions:

· independent identification and formulation of a cognitive goal;

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

· structuring knowledge;

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

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

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

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

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

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

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

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

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

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

· control in the form of comparison of the method of action and its result with a given standard in order to detect deviations from it;

· correction – making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the expected result of the action and its actual product;

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

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

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

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

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

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

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

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

Types of communicative actions are:

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

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

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

· management of the partner’s behavior – control, correction, evaluation of the partner’s actions;

· the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication, mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

Personal UUD provide students with value and semantic orientation (the ability to relate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior), as well as orientation in social roles and interpersonal relationships. In relation to educational activities, three types of actions should be distinguished:

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

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

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

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

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

The development of the UUD system as a part of personal, regulatory, cognitive and communicative actions that determine the formation of the psychological abilities of the individual is carried out within the framework of the normative age development of the personal and cognitive spheres of the child. The learning process determines the content and characteristics of the child’s educational activity and thereby determines the zone of proximal development of the indicated learning activities - the level of their formation, corresponding to the normative stage of development and relevant to the “high norm” of development, and properties.

The criteria for assessing the development of students’ learning skills are:

· compliance with age-psychological regulatory requirements;

· compliance of UUD properties with pre-specified requirements.

Conditions ensuring the development of UUD

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

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

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

How to form Universal learning activities?

List of UUD formation technologies

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

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

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

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

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

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

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

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

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

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

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

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

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

The teacher finds a way to captivate children with knowledge.

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

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

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

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

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

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

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

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

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

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

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

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

The teacher and students solve educational problems together.

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

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

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

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

The teacher teaches children to plan their leisure time.

The teacher organizes constructive joint activities.

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

The Achievement Map can help students:

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

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

Make assumptions about possible future advancements.

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

Planning

Retention of subject logic during the academic year

Reflections on an individual path of movement in an educational subject

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

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

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

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

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

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

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

Planned results for the formation of UUD for primary school graduates

Personal:

Personal development.

Understands the meaning of the concept “family.”

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

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

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

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

Able to focus on moral standards and their implementation.

Communicative:

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

Has initial skills of working in a group.

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

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

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

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

Able to ask educational questions.

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

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

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

Knows how to resolve conflicts:

· reveals and identifies the problem,

· finds and evaluates alternative ways to resolve the conflict,

· makes a decision and implements it;

Discusses emerging problems and rules during joint activities.

Knows how to negotiate.

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

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

Constructs a simple speech statement.

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

Cognitive:

General education

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

Independently identifies and formulates a cognitive goal.

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

Searches and highlights the necessary information.

Finds information in the dictionary.

Applies information retrieval methods, including using computer tools.

Structures knowledge.

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

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

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

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

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

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

Able to listen, understand and retell simple texts.

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

Understands the purpose of reading and comprehends what is read.

Selects the type of reading depending on the purpose.

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

Extracts the necessary information from listened texts of various genres.

Identifies primary and secondary information.

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

Understands and adequately evaluates the language of the media.

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

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

Uses sign-symbolic actions.

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

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

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

Regulatory

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

Accepts and saves the learning task.

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

Able to discuss emerging problems and rules.

Knows how to choose his own occupation.

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

Highlights guidelines for action in new educational material.

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

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

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

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

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

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

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

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

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

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

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

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

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

Memo for teachers

on the formation and development of universal educational activities.

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

The development of internal motivation is an upward movement.

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

FOR A FIRST GRADE STUDENT REQUIRED:

Create an atmosphere of success.

Helping your child learn is easy.

Help you gain confidence in your strengths and abilities.

Do not skimp on encouragement and praise.

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

Bibliography

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

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

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

Decoding the abbreviation

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

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

Pages of history

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

Federal State Educational Standards requirements

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

Types of UDD

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

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

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

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

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

Features of homeschooling

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

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

Functions of universal educational actions

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

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

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

Extracurricular work

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

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

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

Research in modern school

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

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

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

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

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

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

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

The importance of extracurricular activities

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

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

Conclusion

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

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

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

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

The key task of introducing the second generation Federal State Educational Standards is the implementation of a program for the formation of universal educational activities.

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

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

Such student's ability to learn independently successfully assimilate new knowledge, skills and competencies, including independent organization of the assimilation process, i.e. ability to learn is ensured by the fact that universal educational actions as generalized actions open up the possibility of broad orientation students - as in various subject areas, and in the structure itself educational activities, including students’ awareness of its target orientation, value-semantic and operational characteristics.

Thus, achieving the “ability to learn” presupposes the full mastery of all components of educational activity, which include: 1) cognitive and educational motives, 2) educational target, 3) educational task, 4) educational actions And operations(orientation, material transformation, control and evaluation). “The ability to learn” is a significant factor in increasing the efficiency of students’ mastery of subject knowledge, skills and the formation of competencies, an image of the world and the value-semantic foundations of personal moral choice.

Functions of universal learning activities include:

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

Creating conditions for the harmonious development of the individual and his self-realization based on readiness for lifelong education; ensuring the successful acquisition of knowledge, skills and abilities and the formation of competencies in any subject area.

As part of the main types of universal educational activities, dictated by the key goals of general education, four blocks can be distinguished:

1) personal;

2) regulatory (including also actions self-regulation ) ;

3) informative ;

4) communicative .

Let's look at these UUD blocks in more detail.

Personal universal educational activities provide students with value-semantic orientation (the ability to correlate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. In relation to educational activities, three types of actions should be distinguished:

Personal, professional, life self-determination;

Action meaning formation, i.e., 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 motivates the activity, for the sake of which it is carried out. The student must ask the question “what meaning does the teaching have for me,” and be able to find an answer to it.

The action of moral and ethical assessments digestible content, based on social and personal values, ensuring personal moral choice.

Evaluation criteria:

Motivation for educational activities;

Formation “the student’s internal position”

Regulatory actions.

The development of regulatory actions is associated with the formation of arbitrariness of behavior. Arbitrariness acts as the child’s ability to structure his behavior and activities in accordance with the proposed patterns and rules, to plan, control and correct the actions performed, using appropriate means. Regulatory actions include:

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

P planning– determination of the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;

- forecasting– anticipation of the result and level of assimilation, its time characteristics;

- control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard;

- correction– making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its product;

- grade- highlighting and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of learning;

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

Evaluation criteria:

Cognitive universal actions include general educational, logical, problem posing and solving activities .

1.General education universal actions:

Independent identification and formulation of a cognitive goal;

Search and selection of necessary information; application of information retrieval methods, including using computer tools:

Sign-symbolic - modeling– transformation of an object from a sensory form into a model, where the essential characteristics of the object are highlighted (spatial-graphic or sign-symbolic) and model transformation in order to identify general laws that define a given subject area;

Ability to structure knowledge;

The ability to consciously and voluntarily construct a speech statement in oral and written form;

Selecting the most effective ways to solve problems depending on specific conditions;

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

Meaningful reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from listened texts of various genres; identification of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media;

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

Universal brain teaser actions:

Analysis of objects in order to identify features (essential, non-essential)

Synthesis as the composition of a whole from parts, including independently completing, replenishing the missing components;

Selection of bases and criteria for comparison, seriation, classification of objects;

Summarizing concepts, deriving consequences;

Establishing cause-and-effect relationships,

Construction of a logical chain of reasoning,

Proof;

Proposing hypotheses and their substantiation.

Statement and solution of the problem:

- problem formulation;

Independent creation of ways to solve problems of a creative and exploratory nature.

Evaluation criteria:

Communication actions ensure social competence and consideration of the position of other people, 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.

Species communicative actions are:

Planning educational cooperation with the teacher and peers - determining the purpose, functions of participants, methods of interaction;

Questioning – proactive cooperation in searching and collecting information;

Conflict resolution - identifying, identifying a problem, searching and evaluating alternative ways to resolve a conflict, making a decision and its implementation;

Managing the partner’s behavior – monitoring, correction, evaluation of the partner’s actions;

The ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

The development of a system of universal educational actions consisting of personal, regulatory, cognitive and communicative actions that determine the development of the psychological abilities of the individual is carried out within the framework of the normative age development of the personal and cognitive spheres of the child. The learning process sets the content and characteristics of the child’s educational activity and thereby determines zone of proximal development of the indicated universal educational actions - their level of development, corresponding to the normative stage of development and relevant to the “high norm” of development, and properties.

The work of a psychologist, thus, becomes a necessary element of the school’s educational process management system, since the results of his activities involve assessing the quality of education in the school according to a number of mandatory criteria. The introduction of these criteria determines the entire process of modernizing the psychological and pedagogical training of participants in the educational process.

Among the criteria for the success of psychological and pedagogical support are:

1) the success of the student’s activities;

2) carrying out activities without significant impairment of physical and mental health;

3) satisfaction with one’s activities, one’s position;

4) linking your personal plans and interests with this activity in the future.

In order to realize the requirements that are laid down in education standards, it is also necessary to implement a competency-based approach to training and education, which puts in the first place not the awareness of the student (teacher, parent), but the ability to organize their work. The point of this approach is that the student must be aware of the formulation of the task itself, evaluate new experience, and control the effectiveness of his own actions. The psychological mechanism for the formation of competence differs significantly from the mechanism for the formation of conceptual “academic” knowledge. It is understood that the student himself forms the concepts necessary to solve the problem. With this approach, educational activities periodically acquire a research or practical-transformative character.

Psychological support for the implementation of the Federal State Educational Standard has powerful potential and is one of the means of increasing interest in innovation. Contributes to the analysis of the school environment from the point of view of the opportunities that it provides for the learning and development of the student, and the requirements that it places on his psychological capabilities and level of development; determining psychological criteria for effective learning and development of schoolchildren, developing and implementing certain activities, forms and methods of work, which are considered as conditions for successful learning and development of schoolchildren.

Tasks of psychological support for the formation of universal educational actions in students.

identification of age-related characteristics for the formation of universal educational actions in relation to secondary education;

identifying the conditions and factors for the development of universal learning activities in the educational process and drawing up psychological and pedagogical recommendations for their development;

selection of methods and means for assessing the formation of universal educational actions.

Directions of work for psychological support of universal educational activities.

Consulting teachers on issues of improving the educational process (supporting individual educational trajectories, assisting teachers in lesson planning, taking into account the requirements of the Federal State Educational Standard of LLC).

Diagnostics from the point of view of the required competencies of students upon completion of a certain stage of training.

Enlightenment is overcoming false and far-fetched psychological knowledge that exists among both teachers and parents.

Expert assessment of educational and training programs, projects, manuals, professional activities of specialists.

Development and correction.

Expected result of psychological support of universal educational activities.

In the sphere of personal universal educational activities, middle-level graduates will develop the internal position of the student, adequate motivation for educational activities, including educational and cognitive motives, orientation towards moral standards and their implementation.

In the field of regulatory universal educational activities, graduates will master all types of educational activities aimed at organizing their work in an educational institution and outside it, including the ability to accept and maintain an educational goal and task, plan its implementation (including internally), monitor and evaluate their actions and make appropriate adjustments to their implementation.

In the field of cognitive universal educational activities, graduates will learn to perceive and analyze messages and their most important components - texts, use sign-symbolic means, including mastering the action of modeling, as well as a wide range of logical actions and operations, including general techniques for solving problems.

In the field of communicative universal educational activities, graduates will acquire the ability to take into account the position of the interlocutor (partner), organize and carry out cooperation and cooperation with the teacher and peers, adequately perceive and transmit information, display the subject content and conditions of activity in messages, the most important components of which are texts.

Teachers' difficulties in mastering new standards.

1. A negative attitude towards the Federal State Educational Standard is due to the inherent fear of new things in many people. Teachers are afraid of change because... this is associated with risk, uncertainty, and lack of guarantee that changes will lead to the better and not make things worse. The essence of this phrase is quite accurately expressed in William Shakespeare’s famous phrase from Hamlet’s monologue: “It is better to put up with familiar evil than to strive for unfamiliar good.” There are objective reasons for a negative attitude towards the standards due to the large number of shortcomings of the Federal State Educational Standards, which complicate the process of mastering for teachers. Restructuring established beliefs, habits, methods, traditions, etc. in the work of a teacher - a mature person and a specialist - a serious problem for the teachers themselves, and for school leaders, since there is obvious or hidden resistance to mastering new things. In addition, as a consequence of conservatism and fear of the new, unknown, unusual, some teachers begin to imitate mastering the Federal State Educational Standard.
2. Fatigue from endless pseudo-innovations in previous years. They gave rise to a persistent mistrust of the teaching community in the new standards. Many teachers, without understanding the essence, considered the Federal State Educational Standard to be another pseudo-innovation, interest in which, supposedly, will soon disappear. Many teachers and school leaders view the introduction of new standards as another dirty trick on the part of the authorities. This implies the need for very difficult additional work by school leaders to motivate and stimulate teaching staff.
3. All teachers have an acute shortage of time. Excessive workload, classroom management, creation of work programs, electronic journals, increased flow of reports, monitoring, certificates in connection with the development of the Federal State Educational Standard - there was an acute shortage of time to prepare for lessons and to participate in methodological work. The lack of time for normal work and life has become catastrophic, which is why teachers experience professional burnout - and as a consequence - psychoneuroses, depression, a feeling of hopelessness and despair.

What is needed here is consistent work with educational authorities to free up teacher time, persistent struggle at all levels with the help of trade unions, labor inspectorates, and naming those people who are to blame for the overload of teachers. However, the desire to comprehend new educational standards is a more worthy path than profanation of work or imitation of innovative activity due to reluctance to fight for improving working conditions (primarily temporary conditions).

1. Lack of new textbooks that meet the requirements of the Federal State Educational Standard. We have to master new standards using old textbooks - the content of the texts does not contribute to the formation of both meta-subject and personal results, since the tasks for these texts are aimed primarily at testing memory and reproducing what has been read.
2. Teachers’ difficulties in self-diagnosis of professional problems associated with mastering the Federal State Educational Standard. – many teachers do not know their own professional defects, have no idea what they need to know and be able to do in order to successfully master the professional standard.
3. Poor knowledge of the theoretical foundations and, above all, the conceptual and terminological apparatus of the Federal State Educational Standard.
4. Lack of understanding of the essence of the system-activity approach in organizing lessons and extracurricular activities.
5. Lack of understanding of the relationship between subject, meta-subject and personal results of education, their holistic, systemic nature.
6. Misunderstanding of the connection between the triune goal of teaching, upbringing and development in the classroom with obtaining specific subject, meta-subject and personal educational results.
7. The teacher’s ignorance of the essence and methods of organizing project and educational and research activities of students, which presupposes the Federal State Educational Standard.
8. The impossibility of developing Federal State Educational Standards skills and competencies in children since the teacher himself does not master them. For example, fulfilling a mandatory requirement for a lesson: offering students tasks to apply known knowledge only in an unfamiliar (new) situation.
9. The inability to assess the development of meta-subject and personal results of education, allegedly due to the lack of an assessment system, criteria, control and measurement results, or at least control and evaluation materials to determine the degree of formation of meta-subject and personal results.
10. The standards lack an accurate and clear mechanism for assessing meta-subject and personal educational outcomes. The problem is that such a measurement mechanism (as teachers understand it) does not and cannot exist for objective reasons, and the existing knowledge assessment system is not accurate and is not the result of measurements. At the same time, the teachers’ claim does not deny the possibility of assessment.
11. The habit of considering control and assessment work exclusively as the activity of teachers alone without any participation of schoolchildren.
12. Lack of cooperation skills and methodological work of teachers.
13. Lack of conditions (shortage or complete absence of premises, lack of unified state funding, etc.) for organizing extracurricular educational activities required by the Federal State Educational Standard.
14. Inability to involve parents in helping teachers and children master the Federal State Educational Standard. We are talking about preparing and holding meetings of parents, informing them about the content of the new standards, telling them how their assistance can be expressed to children in mastering learning tools, and involving parents in organizing extracurricular developmental activities.

Each of the reasons is very significant; their presence actually shifts all concerns about mastering the standards onto the shoulders of schools and teachers.

For the first time in the domestic practice of school management, not a strictly precise (measurable), but a framework principle for regulating the activities and relationships of teachers and students is introduced.

The framework principle means: exemplary, indicative, suggesting variations depending on the capabilities of a particular child, which the previous interpretation of the word “standard” did not assume or allow and therefore gave rise to contradictions in assessing the quality of education of especially weak students, directly pushing teachers towards falsification and percentage mania.

In fact, the standard poses a classic design task for every teacher and school staff to optimize the educational process. It looks something like this:

Given: time of training and age of students (curriculum for classes and groups), a certain set of subject knowledge and pedagogical technologies (approximate training program for the subject).

Required: to obtain at each level of education fixed subject, meta-subject and personal educational results for each student in the fork from the required minimum to the possible optimum. At the same time, the educational minimum standard is formulated as “the student will learn,” and the optimum as “the student will have the opportunity to learn.” Subject results depend mainly on the student and his subject teacher, while meta-subject and personal results depend mainly on the entire team of teachers working in a given class with a specific student.

Thus, within the framework of the subject, the teacher independently and freely designs the means of teaching, education and development necessary for the student to achieve the three groups of results defined by the standard.

What is the new difficult right and honorable duty of a teacher to be “free within the framework of the standard”?

1) He needs to break down the final subject, meta-subject and personal results specified by the Federal State Educational Standard for each level of education into results by year, by section and topic, and, finally, by lesson. The teacher will have to do this, guided by his own professional knowledge and experience, and together with those, in agreement with his colleagues on the teaching team. In practice, this means: based on the results of a pedagogical consultation with the student and parents, the expertly determined maximum possible (optimal) results (in grades, quality levels) that the student and teacher can achieve by the end of the reporting period (quarter of the semester, year) are agreed upon. At the same time, the new standards (unlike previous practice) are based on the idea that each child has his own high, average or low level of educational capabilities.

2) The teacher needs to find in his own psychological and pedagogical piggy bank all the necessary and sufficient (optimal) means to achieve all three groups of results together with each of his students in the lesson, outside the lesson, as a result of studying a topic, section, course.

3) The teacher should be a keen analyst and a constant self-monitor and self-corrector of his psychological and pedagogical activities.

4) The teacher, together with his colleagues, will have to determine which of the subject and personal educational results of this year will be introduced for the first time in the lessons of which subjects, as well as in which subjects in the classroom, outside the classroom and in the educational space of the school, the meta-subject and personal results will be consolidated and used already as formed.

In the near future, all of the above means a deep reformatting of the current state of the State Examination and the Unified State Examination, which are still focused on a rigorous test of memory and skills developed through repeated exercises.

However, most practicing teachers point to a number of defects in the Federal State Educational Standard. And one of them is how to implement new requirements and teach your subjects using means, most of which have a psychological basis. The standards record an exaggerated bias towards the field of psychology. Many subject teachers are not ready to study their subjects based on psychological knowledge and solve purely psychological problems. Also, the standards do not take into account gender differences and the fact that the material being studied needs to be presented differently and educational results must also be assessed taking this factor into account.

Among the advantages of the Federal State Educational Standard, it should be noted that it ensures real individualization of education by drawing up and implementing a trust agreement “school-family-student”, which outlines the optimal combination of full-time and distance learning, basic and additional education, budgetary and paid educational services . The Federal State Educational Standard expands the possibilities of varied education (basic, advanced, specialized, inclusive, etc.).

“The main advantage of the new standards is the fact that they directly and indirectly encourage teachers to specifically engage in the development of their intelligence, erudition, and raising the level of general culture, since with the current quality of training and advanced training for teachers, it is impossible to master the standards.” (Director of gymnasium No. 147 in Omsk, candidate of pedagogical sciences Valentina Ivanovna Pogorelova).