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Regulatory (M1) |
1. Accept and save the learning task. 2. Plan your action in accordance with the task and the conditions for its implementation. 3. To carry out final and step-by-step control on the result. 5. Perform educational actions in a materialized, loud-speech and mental form. |
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Information (M2) |
1. Search for the necessary information. 2. Use sign-symbolic means, including models and diagrams for solving problems. 3. Build a speech statement in oral and written form. 4. Focus on a variety of ways to solve problems. 5. Select essential information from different types of texts. |
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Cognitive (M3) |
1. To carry out the analysis of objects with the allocation of essential and non-essential features. 2. Conduct a comparison according to the specified criteria. 3. To build reasoning in the form of a connection of simple judgments about an object, its structure, properties and relationships. 4. Generalize. 5. Set analogies. |
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Communicative (M4) |
1. Allow the possibility of existence among people various points vision. 2. Consider different points of view and strive to coordinate different positions in cooperation. 3. Use speech to regulate your actions. 4. Negotiate and come to a common decision in joint activities. |
Qualitative assessment by stages of each personal characteristic
Position availability:
1. the presence of one's own opinion, the absence of fear to express one's own opinion;
2. desire to express and defend their point of view;
3. the presence of stable value-semantic attitudes, the ability to justify one's position.
Creation:
1.openness to the new;
2. search for new solutions in the implementation of the tasks;
3. independent search for new tasks.
Independence:
1. independence in performing habitual, everyday activities (self-service skills)
2. initiative in starting a new business;
3. Responsibility for their deeds, behavior and deeds.
Self-perception, understanding of another person:
1. understanding the value of one's own opinion, interest in the opinion of another person;
2.respectful attitude to the opinion of another person;
3. understanding of one's own boundaries in relation to another person, understanding of the rights of another person.
The value of the diversity of nature, cultures, peoples, professions:
1. Interest in the diversity of nature, cultures, peoples, professions. Awareness of one's own belonging to a particular culture, people;
2. initiative in the knowledge of the diversity of nature, cultures, peoples, professions;
3.promoting conservation environment, respect for the history and culture of other peoples, understanding the possibility of choosing a profession.
Understanding social norms:
1.understanding and acceptance social norms;
2. fulfillment of the rules of conduct and social norms;
3. correlation of one's own behavior and the behavior of others with existing norms.
Family value:
1. knowledge and respect for the orders and traditions of the family, understanding and patience with difficulties;
2. interest in family genealogy;
3. Understanding the value of the family and the origin of life.
Acceptance and development of the social role of the student, the development of motives for learning activities, the personal meaning of learning:
1. interest in learning, curiosity;
2. acceptance and development of the social role of the student;
3.commitment to continuous learning.
Skills of cooperation with adults and peers:
1.desire and interest in cooperation with adults and peers;
2. manifestation of initiative and the ability to establish a relationship of cooperation, the search for ways of behavior in conflict and contentious situations;
3. the ability to find ways to resolve conflicts and disputes.
Adaptation Skills:
1. understanding the existence of differences in the rules of behavior and social norms in different conditions of the social environment;
2.changing behavior depending on the conditions of the social environment;
3. change in environmental conditions by students to meet the needs for self-development of the student.
Aesthetic needs and feelings:
1. interest and understanding of beauty;
2. the desire to preserve objects of nature and material culture;
3. the need to experience aesthetic feelings.
Health Care:
1.understanding the value of your health;
2.application of real actions to preserve and strengthen their own health;
3. recognition of situations of danger and safety of the influence of the environment on human health.
Personal results of mastering the educational program
|
Surname, name of the child |
Position availability |
Creation |
Self-esteem, self-perception Understanding the other person |
The value of diversity |
Understanding social norms |
Emotional and moral responsiveness |
Family value |
Acceptance and development of the social role of the student |
Cooperation skills with adults and peers |
Adaptation skills in a dynamically changing world |
Independence A responsibility |
Aesthetic needs, values and feelings |
health care |
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Meta-subject results of educational activities The problem of quality education at all levels of the educational process all over the world is given special importance. This problem is also indicated in the priority programs of the President of the Russian Federation, the Concept of Education Modernization. “A developing society,” the “Concept for the Modernization of Russian Education” emphasizes, “needs modernly educated, moral, enterprising people who can make decisions on their own..., predicting their possible consequences, are distinguished by mobility..., capable of cooperation... , have a sense of responsibility for the fate of the country, its socio-economic prosperity. The quality of modern education is increasingly associated with the so-called functional literacy, which is understood as the ability of a person to adapt to modern society, the ability for self-realization, the ability to apply the knowledge gained in various fields to solve vital tasks. Competence-based approach to learning is becoming a priority for the modernization of education. The main idea of the competency-based approach is the formation of a specialist's professional competence, which can be judged by the skills that a specialist uses to solve complex professional and life situations. Hence, one of the most important tasks of the modern education system is the formation of key competencies of students. There is a need to form such personality traits as a person's ability to perceive new things, quickly change various types of activities. The ability to work creatively, adapt in modern society. Competence - an alienated, predetermined social requirement (norm) for the educational preparation of the student, necessary for his effective productive activity in a certain area. Competence - possession, possession by the student of the relevant competence, including his personal attitude towards it and the subject of activity. Competence is an already established personality quality (a set of qualities) of a student and a minimum experience in a given field. Competence - set personal qualities student (value-semantic orientations, knowledge, skills, abilities), due to the experience of his activity in a certain socially and personally significant area. Competencies should be distinguished from educational competencies, i.e. from those that model the activity of the student for his full life in the future. For example, up to a certain age, a citizen cannot yet realize any competence, but this does not mean that it should not be formed in a student. In this case, we will talk about educational competence. Educational Competence
- a requirement for educational preparation, expressed as a set of interrelated semantic orientations, knowledge, skills, and experience of the student in relation to a certain range of objects of reality, necessary for the implementation of personally and socially significant productive activities. What competencies are key: the European version During the Council of Europe symposium on the topic “Key competencies for Europe”, the following indicative list of core competencies was identified. Study: Search: Think: Cooperate: Take on the job: Adapt: Key competencies of national education Taking into account these positions and based on our research, the following groups of key competencies have been identified: - Value-semantic competences.
These are competencies associated with the student's value orientations, his ability to see and understand the world, navigate in it, be aware of their role and purpose, be able to choose the target and semantic settings for their actions and deeds, make decisions. These competencies provide a mechanism for student self-determination in situations of educational and other activities. The individual educational trajectory of the student and the program of his life as a whole depend on them. The list of key competencies is given by us in the most general form and needs to be detailed, both by age levels of education, and by academic subjects and educational areas. The development of educational standards, programs and textbooks in individual subjects should take into account the complexity of the content of education presented in them in terms of contribution to the formation of key competencies. In each academic subject (educational area), it is necessary to determine the necessary and sufficient number of interconnected real objects under study, which form the knowledge, skills, abilities and methods of activity that make up the content of certain competencies. The creative competencies proper include the following: “to be able to benefit from experience”, “to be able to solve problems”, “to reveal the relationship between past and present events”, “to be able to find new solutions”. At the same time, indications of these skills are still not enough to holistically present the entire complex of knowledge, skills, methods of activity and experience of the student in relation to his creative competencies. Hierarchy of competencies In accordance with the division of the content of education into a general meta-subject (for all subjects), inter-subject (for a cycle of subjects or educational areas) and subject (for each academic subject), three levels are built: 1) key competencies- relate to the general (meta-subject) content of education; 2) general subject competences- belong to a certain range of subjects and educational areas; 3) subject competencies- private in relation to the two previous levels of competence, having a specific description and the possibility of formation within the framework of academic subjects. Key educational competencies are specified each time at the level of educational areas and subjects for each level of education. For example, key educational and cognitive competencies are embodied in general subject reflexive competence, and then in such subject competence in history as the ability to highlight the conflict of interests of various parties in any historical event. To determine the content of each of the competencies, a structure is needed, due to their common functions and role in education. Structural components of competence The name of the competence; The listed set establishes a set of characteristics for the design and description of educational competencies in regulatory documents, educational and methodological literature, as well as in the corresponding meters of the general educational preparation of schoolchildren, including in the meters of the level of their creative preparedness. Competency construction technology The proposed procedure for constructing educational competencies is based on the reflexive identification of the competency-based content of existing education and includes four stages: 1) search for manifestations of key competencies in each specific academic subject; 2) the construction of a hierarchical over-subject systematics - a "tree of competencies"; 3) designing general subject educational competencies at the vertical level for all three levels of education; 4) projection of competencies formed in stages on the level of academic subjects and their reflection in educational standards, curricula, textbooks and teaching methods. At the first design stage, a list of educational competencies is compiled, the formation of which relates (may relate) to the chosen subject - mathematics, language, history, computer science, etc. To do this, manifestations of key competencies in this subject (value-semantic, general cultural, educational , informational, communicative, social and labor, self-improvement competencies). The possible contribution of the subject to the formation of each of the key competencies is clarified. 1. Objects of reality(natural, cultural, social phenomena, technical devices, primary source works, etc.). In the science or field of activity corresponding to the subject, highlight real objects and phenomena, for example, in Russian it can be oral speech as a real process with its elements - sounds, words, etc., texts of works as materialized objects; in physics - basic physical phenomena, substances in various states, fundamental fields and interactions, elementary particles; in chemistry - substances and processes of their transformation; in history - objects and events of historical significance, etc. 2. General cultural knowledge about the reality under study: culturally significant facts, ideas, hypotheses, problems, methods of activity, concepts, rules, laws, contradictions, theories, technologies, alternative approaches, and other knowledge that has been developed by mankind in relation to the corresponding objects. A special role is given to fundamental educational objects and fundamental problems. 3. General and general educational skills, skills, methods of activity. Provide lists, systematized by groups, of specific skills, abilities and methods of activity related to the subject and having a general subject role and significance. Each of the components indicated in these paragraphs must be present in the content and title of the competence you allocate. For example, only the possession of logical operations (analysis, synthesis, generalization, etc.) cannot be subject competence in mathematics, since this formulation does not indicate a specific object (objects), in relation to which these operations (modes of activity) are formed. To take this into account, subject competence should be expressed, for example, as follows: possession of logical operations (analysis, synthesis, generalization, etc.) in relation to geometric shapes. The requirement for the personal significance of the formation of this competence in a student also imposes a restriction on its content. For example, in the given example, the personal significance of owning logical operations in relation to geometric shapes can be indicated as follows: ... for accounting and systematizing objects of various shapes (for example, in collections). Thus, when forming the list of subject competencies, their complex nature is taken into account, i.e. the presence in the structure of competence: a) the object of reality; b) the social significance of knowledge, skills, abilities and methods of activity in relation to this object; c) personal significance for the student of the formation of this competence. The presentation of subject competencies in each academic subject is carried out in a tabular form:
The construction of a "tree of competencies" aims at hierarchical systematization of three levels of competencies: key, general subject, subject. The main product of this stage is the development of general subject competencies that integrate the competencies of individual disciplines at a horizontal level. The generalization of subject competencies to the level of general subject competencies occurs: a) according to real objects of cognitive reality common to different educational subjects; b) by general skills, habits and methods of action. The results of this design stage are presented in the form of a table of the following type:
The dynamics of the development of subject competence Meta-subject competencies, in the interpretation of which we proceed from the concept of I.A. Zimney, A.L. Andreev and others, while considering the following as the leading meta-subject competencies: cognitive - the ability to acquire knowledge and consider it a value, readiness to see (realize) and solve a problem; Competence in solving problems - the ability to see the problem and the willingness to solve it; axiological - the ability to make a value choice, preferring "good" to "evil"; socio-ideological - the ability to form a worldview on the modern scientific basis and embody “active citizenship”; communicative - the ability to interact with the Other, as well as to extract and process information, creating in response to someone else's "text" - your own author's "text" (by text, following Yu.M. Lotman, we mean everything artificially created by a person and containing a message); cultural studies (cultural conformity) - the ability to carry, develop and transmit culture, to proceed from it when analyzing any phenomena as from a kind of tuning fork. | |||||||||||||||||||||||||||||||||||
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Knowledge is knowledge only when it is acquired by the effort of one's thought, and not by memory.
L.N. Tolstoy
The world around us is changing rapidly today. The ability for self-development and self-education, the ability and desire to improve themselves will determine the personal success of today's student in the future. The state, in turn, is interested in a citizen who can show flexibility, mobility and creativity of thinking. The task of the school is not just to give the graduate as much knowledge as possible, but to ensure his general cultural, personal and cognitive development, thereby equipping him with an extremely important skill - the ability to learn. “The most important task of civilization is to teach a person to think” (T. Edison)
It is precisely this (to teach a person to think) that the teachers of the Federal State Educational Standards of the new generation are aiming for. They are based on a meta-subject approach, which is based on the understanding that the main thing that needs to be taught and learned at school is creative thinking. The student not only masters the system of knowledge, but also masters universal (above-subject) methods of action, and with their help he will be able to independently obtain information about the world around him.
"Meta" means "behind, above" - common to all objects. Meta-subject competencies means mastered universal methods of activity that are applicable both within the framework of the educational process and in real life situations.
Meta-subject technology involves the inclusion of each child in different types of activities, creating conditions for his personal growth.
The new Federal State Educational Standards (Federal State Educational Standards) differ significantly from previous standards. They involve changing the content of education, based on the principles of metasubjectivity. In the conditions of congestion of the modern content of education, the introduction of new educational standards remains a very problematic task. According to some scientists of modern pedagogy, the achievement of meta-subject results is based on the formation of key competencies that can ensure effective activity in various spheres of human life. The new Federal State Educational Standards are based on the active nature of education, which sets the main goal of developing the personality of the student, on the formation of an intellectual, highly educated personality.
A modern school should form in its pupils a holistic picture of the world, which, in turn, is based on an understanding of the breadth of connections of all phenomena and processes taking place in the world. The division of the general picture of the world and the isolation of their study, the weak connection between subjects causes serious difficulties in the formation of a holistic picture of learning, contributes to a limited perception of culture. All academic subjects exist on their own and do not satisfy modern realities. The education system is trying to keep up with the times, to change at a rapid pace. This is a requirement of the modern information society, which is developing at an accelerated pace. Therefore, the school faces the most difficult task - to prepare their pets for a life that she herself has no idea about. The mission of modern education is not so much the assimilation of ready-made knowledge, but the provision of its cognitive, general cultural, personal development, the formation of students' ability to learn. This is the main essence of the new educational standards. Meta-subject outcomes of educational activities are methods that are applicable both within the framework of the educational process and in solving problems in real life situations, mastered by students on the basis of one, several or all academic subjects.
The meta-subject approach offers such a reorganization of education, when the student perceives knowledge not as information for memorization, but as knowledge that he comprehends and can apply in life. Using this approach can form a child's idea of discipline as a system of knowledge about the world, expressed in numbers, bodies, substances, objects. That is, the meta-subject approach allows you to form a holistic personality of the student, as well as ensure the continuity of all levels of education.
What is the classification of meta-subject competencies?
Here is the classification according to A.V. Khutorsky: value-semantic competencies; general cultural competences; educational and cognitive competencies; information competencies; communicative competencies; social and labor competencies; competencies of personal self-improvement.
It is by referring to this classification that the formation of meta-subject competencies is based on the formation of key competencies of schoolchildren.
Meta-subject skills are assigned meta-methods, general educational, interdisciplinary (over-subject) cognitive skills and abilities.
Yes, all of the above methods and means educational activities appeared not yesterday, progressive, perspicacious teachers, over the past decades, fragmentarily developed and included in their activities all these pedagogical technologies. But today such a system of education should not be fragmentary, but comprehensive.
How is a meta-subject lesson different from a traditional lesson? What should you rely on?
Here is an algorithm for developing a lesson on the formation of meta-subject competencies, which, in my opinion, will greatly help the teacher:
1. Formation of the topic of the lesson.
2. Formation of subject, meta-subject objectives of the lesson.
3. Identification of fundamental educational objects that students need to work out.
4. Determining the ability of the students to rely on.
5. Definition of any problematic educational situation.
I think that the core of a creative meta-subject lesson is precisely the problematic educational situation. In order for the lesson to be meaningful, it is necessary to formulate one or more basic problems that can help children express themselves. The problem should be posed in such a way that the student wants to solve it, i.e. generate interest in students. And the problem should be of a metasubjective nature. Tasks for students should be clearly formulated at each stage of the lesson. It is desirable to determine the specific educational product that should be obtained as a result. Be sure to think through the reflection of the students of their activities. And, of course, carefully select the diagnostics of the educational product created by the student.
"One of effective ways that form meta-subject knowledge are integrated lessons, in which the horizons of students, intellect develop, and a holistic picture of the world is formed in the mind. These are lessons where students apply knowledge of history, literature and other subjects. For example, an integrated lesson where students, before analyzing V. Astafyev's story "Vasyutkino Lake", to identify its features, need to present their knowledge about the features of the taiga, about the signs by which the hero of the story was able to get out of the forest. This means turning to a lesson in geography, and possibly biology. When studying the work "Song about the merchant Kalashnikov", comparing ideas about the image of the king in painting, history, literature, students should be able to justify their position, their view of the historical figure. The integration of information on history, geography, painting, architecture, music, theater, cinema into literature lessons gives such learning outcomes that are manifested in the ability to understand the problem, put forward a hypothesis; select arguments to confirm your own position; identify causal relationships in oral and written statements; ability to work with different sources of information.
In the formation of meta-subject competencies of students, the research method is very effective. The use of elements of problematic, search, research methods makes the learning process more productive. The development of students' research skills helps to achieve certain goals: to raise students' interest in learning, to motivate them to achieve better results. Lesson-research meets the criteria of a modern lesson. This is a discovery lesson. This is the self-realization of the student. This is a communication lesson. This lesson is the creation of an educational product: a rule, an algorithm, an essay, a presentation.
The research method is successfully used by me. I used such a form of work as a lesson-court when studying the novel by F.M. Dostoevsky "Crime and Punishment". I pose a problem for students, for which it is necessary to study the primary sources with different points of view on the novel, analyze, draw conclusions. I suggest that students carefully read the novel, read the critical articles. The educational product that they present at the lesson is the speech projects of the judge, prosecutors, lawyers, witnesses and, of course, Raskolnikov himself. Here's how one of those lessons went.
Lesson topic. Sufferer for humanity or...
Target: on the basis of the novel "Crime and Punishment" to show that, describing the torments of Raskolnikov, Dostoevsky executes those who deny the sanctity of the human person; asserts that any person is sacred and in this respect all people are equal.
Epigraph to the lesson.
And in today's world with its atomic bombs, with the robbery of the imperialists, in a world torn apart by racial problems and rampant violence, Dostoevsky's disturbing alarm is buzzing, incessantly
appealing to humanity, humanism.
Ch. Aitmatov.
Teacher. Today we will hold a court lesson, the theme of which is “The Sufferer for Humanity or ...” This “or” we must, guys, understand with you.
(I declare the purpose of the lesson, pay attention to the epigraph)
- How do you understand the words of Chingiz Aitmatov?
So, I represent those who will administer the judgment and all participants.
The judge is myself. Please love and respect.
Prosecutors _________________________________________________
Lawyers __________________________________________________
Clerk of the Court ______________________________________________
Witnesses __________________________________________________
(Pulcheria Aleksandrovna Raskolnikova, Avdotya Romanovna Raskolnikova, Razumikhin, Porfiry Petrovich, Sofya Semyonovna Marmeladova, Svidrigailov and others act as witnesses in the novel)
And finally, the defendant
Everyone else can also take part.
Court clerk. Get up! Judgment is coming!
Dear Judge! Gentlemen of the jury are ready for the hearing of the case of Raskolnikov Rodion Romanovich. I ask everyone to take their seats. I ask everyone to sit down.
Referee. A criminal case is being heard on charges of Rodion Romanovich Raskolnikov, who committed a serious crime with the aim of robbery - the murder of an old money-lender Alena Ivanovna and her half-sister, Lizaveta.
Secretary. On July 10 of this year, Rodion Raskolnikov, hiding an ax under his coat, fastened to a specially prepared loop and grabbing a pre-prepared supposedly mortgage, left the house and went to the place of residence of the old pawnbroker. Here Raskolnikov killed Alena Ivanovna with a few blows to the head with an ax, and then, a few minutes later, her sister, Lizaveta.
Referee. To better understand the essence of the matter, one should know the life story of Raskolnikov. Defendant, you have the floor.
Raskolnikov. I am Raskolnikov Rodion Romanovich, former student Petersburg University. Former, because due to lack of funds, he was forced to leave his studies. I belong to the lower class, poor. I lost my father early, I have a mother and sister Dunya.
Previously, he lived in an abandoned town where drunkenness, poverty, and swearing reign. He went to church, observed all Christian rites, that is, he was like everyone else.
At the present time I live, if you can call it life, here in St. Petersburg. I live from hand to mouth, huddled in a miserable closet that looks like a closet, from where they also threaten to throw me out into the street.
The fate of my family was in jeopardy. All this led me to think deeply about life in a world dominated by unrighteous power, cruelty and greed.
Based on examples from history (Mohammed, Napoleon and others) and based on examples from the life that surrounds us, I came to the conclusion that all people are divided into extraordinary, to whom “everything is permitted” for the sake of higher considerations, and ordinary, whose lot is to endure and submit.
I am a conscientious and easy-going person. I cannot coolly look at the horrors and misfortunes that reign in society. That's why I ended up here in the dock.
(The story of the defendant's life was prepared by a student of the class, as were the speeches of everyone else)
Referee. Thank you You can sit down. Witnesses are invited to the hearing.
Secretary. Witness Pulcheria Aleksandrovna Raskolnikova.
(So all witnesses are invited)
Referee. Are there any other witnesses who wish to speak in defense or in accusation of Raskolnikov?
Secretary. The word for the accusation is given to the prosecutor.
Prosecutor. From the first minutes of our acquaintance with Rodion Raskolnikov, we see that he is enslaved by a philosophical idea that allows "blood according to conscience." He believes that not only historical progress, but also any development was and is being carried out at the expense of someone, on someone's suffering, sacrifice, blood. All mankind is divided into two categories, into two categories. “There are people who resignedly accept any order of things - “trembling creatures”, there are people who boldly violate the moral norms and social order accepted by the majority: “the powerful of this world,” says Raskolnikov. » «Napoleons».
Who gave Raskolnikov the right to divide people in this way? Isn't this a criminal idea?
Raskolnikov's theory dooms most of humanity to slavish service to the one in whose hands the power is. After all, if everyone wishes to prove that he is a "Napoleon", the element of universal crime will begin.
In a word, Raskolnikov's theory is inhumane in its essence.
Yes, the defendant suffers!
But what are his sufferings worth after committing murder. Two people were killed. Killed in cold blood. They can't be returned. The murder was being prepared for a long time, all the details were thought out, that is, I want to draw your attention, gentlemen, to the fact that the murder was premeditated, with the aim of robbery.
Let's remember how it all happened. How carefully he prepared this atrocity. This is evidenced by the snuff box, supposedly silver, but in fact forged by the killer, and the loop on the jacket, intended for the ax, and finally, the ax itself is a symbol of blind strength, a symbol of violence, and no matter for what purposes it was used.
What about the second murder? Poor, defenseless and already humiliated and offended creature. What did she suffer? And for nothing! Unnecessary witness and only. But she is the very defenseless creature for the sake of which Raskolnikov's theory allows "blood in conscience." Where is the explanation for this? And here it is. A person who has committed a crime once can repeat it.
Mister Judge! Gentlemen of the jury! Before you is a man who has committed an atrocity, the like of which I have not yet met. The cruelty of this man defies any explanation and, moreover, justification. Such people are dangerous to society. And I demand that the court impose the only just punishment - the death sentence.
Secretary. The word is given to the defense.
Advocate. Gentlemen of the jury! Mister Judge! I would agree with Mr. Prosecutor, if not for one circumstance. We must take into account that my client did not come to this idea immediately and not suddenly. He came to her, observing Russian life for a long time, reflecting on national and world history. It is life and history that fully convince him of the correctness of his idea, his theory. That's how the world works. Great personalities do not stop at any sacrifice, violence, blood for the sake of achieving their goals. There are quite a lot of examples of this around us, you just have to take a good look around.
The world of stupid deathly silence is terrible. All the blessings of life here are captured by rich parasites. And he is young. Handsome. Smart. Full of energy. Eager to remake this life. Find a worthy place in it for yourself. For the sake of this, Raskolnikov comes up with, as you already deigned to notice, Mr. Prosecutor, a theory that is anti-human in nature, conducts a terrible experiment, while dooming himself to unbearable mental anguish, first of all.
Mister Judge! Gentlemen of the jury, I ask you to take into account everything I have said above and give my client the opportunity to atone for his guilt. I ask for a lighter sentence.
Referee. Defendant, you have the final say.
Raskolnikov. Mister Judge! Gentlemen of the jury! What can I say in my defense? Yes, I'm to blame. But there are altruistic motives in my theory. I wanted to save myself and my family from hopeless need, but not only that ...
There is another reason that pushed me to the crime: “I did not kill in order to, having received funds and power, become a benefactor of mankind. Nonsense! I just killed, for myself alone! ..” I wanted to assert myself in life, to prove that I was not “a trembling creature, but I have the right.” But after my murder, I feel like a renegade. There was a gap between me and the people around me. I crossed the moral barrier and put myself outside the laws of human society.
The pangs of conscience, the consciousness of my spiritual emptiness brought me into the hands of justice. I ask that the fact of confession and repentance be taken into account when sentencing.
Secretary. The court retires for sentencing.
(Everyone goes to their places)
Teacher. So, the court allegedly withdrew to deliver the verdict. But the verdict, I think, is in each of you. Each of you managed to understand this complex process that happened to the hero of the novel. He managed to figure out whether Rodion Raskolnikov is guilty or not, whether society is guilty and, in the end, who Raskolnikov is, a sufferer for humanity or a person who has broken the law.
(Each student expresses his opinion: is Raskolnikov guilty or not)
Teacher. Once again I want to draw your attention to the epigraph of the lesson. Indeed, the problem raised by Dostoevsky in the novel is relevant in our time. It is very difficult to understand what is happening around us now. But each of us should try not to break the laws of human morality and step over human lives.
Thank you for your attention.
(Ratings are given)
Lessons of the Russian language and literature contribute to the development of communicative, educational and cognitive competence. The main activities in the lessons are: highlighting the main idea of the text, conclusion in diagrams, tables. Work with text is based on interpretation, algorithmization, presentation. One of the main directions of my work is the education of love for the native land, for the customs and traditions of its people. Moreover, along with the traditions of our people, we are talking about the traditions of the peoples living on the territory of Kabardino-Balkaria and Russia. So the guys themselves prepared the project "Tau adet" (mountain custom), in which they learned a lot about the traditions and customs of the mountain peoples.
This expands the understanding of the norms of cultural life and attaches to these norms, forms a way of life worthy of a person, and also forms life position. We did a comprehensive analysis of the text, repeated spellings and punctograms.
One of the components of the Russian language program is the formation of students' vocabulary. I work on the formation of students' vocabulary at each lesson. Firstly, it is the preparation of children for the perception of classical texts. First, I suggest that students find out the meaning of incomprehensible words. This work enriches vocabulary students, prepares language material for the perception of fiction. In addition, there is an excursion into the past of the language (especially when working on archaisms), thereby learning the history and traditions of our country. I use the same technique when studying new vocabulary, phraseological units and popular expressions. I propose to enter a popular expression in the right column, guessing it according to the description from the left column. All this brings students to a completely different intellectual level. Research activity in the classroom forms meta-subject skills. Work with reference literature, analyze and draw conclusions, form your speech, organize your own activities. Often I use complex text analysis to form the vocabulary of schoolchildren. At this stage, students learn to apply their knowledge and correctly format speech.
The method of projects is also very good for the formation of meta-subject competencies. After all, project activities include not only research work, but also the search, processing of data on a theoretical and practical problem. I offer various individual tasks - projects: preparing a biographical note about the author of a work, reporting on the features of a dramatic work, preparing a mini-quiz "Guess the character", memorizing a poem, protecting illustrations (including those made by the students themselves). All this contributes to the development of such meta-subject competencies as cooperation skills, the ability to work with information.
A big plus is that all students of the class are included in the activity, regardless of the different level of self-esteem in relation to the subject and learning abilities.
A variety of techniques, methods, technologies is not an end in itself. The result is important. The teacher should evaluate his own progress by the success of his students.
Non-traditional pedagogical technologies increase the motivation for learning and children's interest in school, create an environment of creative cooperation and competition, instill self-esteem in children, give them a sense of creative freedom and, most importantly, bring joy.
Thus, meta-subject competencies are the mastery of basic universal learning activities (regulatory, communicative, cognitive); methods of activity used both within the framework of the educational process and in solving problems in real life situations, mastered by students on the basis of one, several or all academic subjects, the purpose of which is to educate a creative, free person who professes the values of a democratic society. Education is permeated with many conditions, tasks that determine didactic principles. The role of the teacher in the classroom is radically changing, from a translator of knowledge he turns into an organizer of the educational process, an assistant and adviser to children. The teacher must clearly see the prospects for the development of each child and the team as a whole. The teacher every minute should be ready for improvisation, unexpected turns in the lesson. Undoubtedly, he must be very good at educational material and strive for knowledge, be in constant search for methodological techniques that provide developmental learning, possess introspection, adequate self-esteem, must be able to correct the results of their activities.
The introduction of meta-subject competencies into the educational process is the response of the education system to the requirements of time and society, which require the school to educate in its pupils the ability to “act effectively outside of educational situations and plots” (V.A. Bolotov, V.V. Serikov).
LITERATURE
1. Federal State Educational Standard of General Education / Ministry of Education and Science of the Russian Federation. - M .: Education, 2010. - (standards of the second generation).
2. Khutorskoy A.V. Key competencies as a component of the student-centered paradigm of education//People's education–2009–№2–p.58-64.
3. Khutorskoy A.V. Meta-subject content and results of education: how to implement federal state educational standards (FSES) // http://www.eidos.ru/journal/2012/0229-10.htm
4. Khutorskoy A.V. Work with the meta-subject component of the new educational standard // National Education No. 4 2013 - p. 157-171.
5. Internet resources
Bibliographic list
1. BES - Big Encyclopedic Dictionary / Ch. ed. A.M. Prokhorov. - M.: Sov. encyclopedia, 1994.
2. Kuzminov, Ya.I. Russian education- 2020: education model for innovative economy[Electronic resource] / Ya.I. Kuzminov, I.D. Fru-min [i dr.]. - Access mode: http: //www.rost.ru/news/2008/08/271750_14958.shtml
3. Leontiev, A.N. Selected psychological works: in 2 volumes / A.N. Leontiev. - M.: Pedagogy, 1983. - T. 1.
4. Leontiev, D.A. Human life world and the problem of needs / D.A. Leontiev // Psychological journal. - 1992. - No. 2. - S. 107-120.
5. Maslow, A.G. Motivation and personality / A.G. Maslow; per. from English. A.M. Tatlybaeva. - St. Petersburg: Eurasia, 1999.
6. National educational initiative "Our new school" (approved by the President of the Russian Federation) [Electronic resource]. - Access mode: http://mon.gov.ru/dok/akt/6591
7. Pedagogical encyclopedic dictionary / Ch. ed. B.M. Bim-Bad; editorial board: M.M. Bezrukikh, V.A. Bolotov, L.S. Glebova [i dr.]. - M.: Great Russian Encyclopedia, 2002.
8. Sukhomlinsky, V.A. Conversation with the young director of the school / V.A. Sukhomlinsky. - Minsk: University, 1988.
9. Uznadze, D.N. Psychological research / D.N. Uznadze. - M.: Nauka, 1966.
10. Directory of school administration on the organization of the educational process / Comp. EAT. Muravyov, A.E. Bogoyavlenskaya. - M .: Center for Pedagogical Search, 2001.
UDC 37.G BBK 74.GG
T.F. Ushev
development of meta-subject competencies of students
This article is devoted to the problem of development of students' metasubject competencies: reflective, designing, communicative. The program "The Future of Siberia" for high school students is presented, the purpose of which is their personal self-determination. The expediency and effectiveness of the implementation of the modular organization of the content of educational material and the collective method of organizing the educational process for the formation of super-subject skills are proved.
Key words: meta-subject competencies; self-determination; modular organization
the development of such meta-disciplinian competencies of schoolchildren
The article is dedicated to the problem of the development of such meta-disciplinian competencies of schoolchildren as reflective, projecting and communicative. The educational program "Future of Siberia" presented in the article is aimed at the self-determination of senior schoolchildren. The expediency and efficiency of modular organization of the teaching material and collective way of the organization of the educational process for the formation of the meta-disciplinian abilities and skills have been argued for in the article.
Key words: meta-disciplinary competences; self determination; modular organization
In connection with the transition to the new federal state educational standard of general education, the methodology of multicultural education is of particular importance.
The problem of the development of multicultural education is relevant for all regions of Russia. The ideological and content, technological and linguistic components of multicultural education are consistent with the general ten © Usheva T.F., 2011
trends in the development of Russian civilization, which historically united and integrated in its structure the national cultural traditions of the peoples of Russia.
Today, the idea of Russia as a spontaneous hostel of many ethnocultural groups does not reflect the interests of its multinational people, nor the goals of civil society and federal state. Russian civil nation
Not a genetic-clan and ethno-social unity, but a territorial-political and national-cultural community.
A look at the Russian Federation as a multicultural, multilingual, polyconfessional state actualizes the problem of updating the content of education.
New standard as core educational outcomes identifies the following competencies: subject, meta-subject and personal. At the same time, it should be emphasized that the orientation towards the formation of students' competencies requires a new quality of programs and new educational technologies. The potential of a new quality, according to scientists, lies in metaprograms that provide meaningful ideological support and harmonization of curricula. school education due to a holistic consideration of a set of areas, increasing the level of education of schoolchildren, expanding the range of personally significant problems, as well as a set of means for solving problems [Comma, 2009].
The development of metasubject competencies: reflective, designing, and communicative allows students to master activities both within the framework of the educational process and in solving problems in real life situations [Khutorskoy, 2003]. Solving the problems of developing such meta-subject competencies is possible within the framework of the Future of Siberia program.
The program "The Future of Siberia" is intended for high school students and is aimed at their personal self-determination. Psychological readiness for self-determination is actualized in senior school and early adolescence.
The program is focused on the development of the following competencies:
Reflective - the ability to analyze oneself, determine and analyze the causes of one's behavior, as well as its effective parameters and mistakes made; adequate self-perception and understanding of one's qualities in the present in comparison with the past, forecasting the prospects for one's own development; self-determination in a work situation, the ability to keep a collective task, the ability to take responsibility for what is happening in the group, to carry out a step-by-step organization of activities, to correlate the results with the purpose of the activity [Bogin, 1993; Kvasova, 2007];
Communicative - the ability to organize communication; analyze the interaction situation; work with written and oral text; possession of ways of presenting oneself and one's activity [Comma, 2009];
Design - the ability to plan their own activities and manage it; possession of skills for monitoring and evaluating activities; the ability to take responsibility for one's own actions; possession of methods of joint activity [Shchedrovitsky, 1997].
The purpose of the program: the formation of personal self-determination of schoolchildren in a multicultural environment.
Program objectives:
1. Creation of conditions for the communicative practice of schoolchildren.
2. Formation of reflective skills.
3. The development of design activities by students.
The program is based on the following theoretical and methodological developments of domestic authors:
The subject-activity approach to the process of becoming a subject in activity (A.V. Brushlinsky, A.N. Leontiev, S.L. Rubinshtein, V.I. Slobodchikov);
Theory of learning activity (V.V. Davydov, D.B. Elkonin);
Theories on the problems of perspective life self-determination (L.I. Bozhovich, I.S. Kon, A.V. Mudrik);
Cultural-historical theory of the origin of the psyche, the theory of internalization and the transition of joint actions to the internal plan, collectively distributed activity
quality (L.S. Vygotsky, P.Ya. Galperin, V.V. Rubtsov, G.A. Tsukerman);
System-activity methodology and research on the problems of reflection (GP Shchedrovitsky, N.G. Alekseev, I.N. Semenov, S.V. Kondratieva);
Scientific works on the problems of collective training sessions and training in pairs of shifts (V.K. Dyachenko, O.V. Comma, V.B. Lebedintsev, M.A. Mkrtchyan, A.G. Rivin) [Mkrtchyan, 2001 ].
The content of the program "The Future of Siberia" implements the idea of a person-centered approach (L.S. Bratchenko, A. Maslow, K. Rogers) - the development of personal potential, giving education a personal meaning; child's activity in learning. The main way of learning in the process of mastering the program is the child's own experience. The program is focused on the formation of universal skills in schoolchildren, which are the result of mastering theoretical knowledge, as well as the result of living in the relevant socio-cultural situations. The mentioned components are the most important components of the psychological maturity and experience of a person, acting as a prerequisite for the inclusion of the individual in the modern multicultural reality. The content of the program and methods of its implementation are aimed at including the student in the process of self-knowledge, thereby creating conditions for the conscious identification and assertion of one's own position, and the set goal is realized - the student's personal self-determination.
The program is built on the basis of the modular principle. A module is a relatively complete unit of educational content. Inside it are components that can be mastered in different sequences. The program is implemented in four modules [Novikov, 2005; Senko, 2009; Solovieva, 2003]:
1. I am the future of Siberia.
2. A new hero in culture and traditions.
3. Old traditions of a new era.
4. Conscious choice or step into the future.
Each module has a special content for the development of the student, while all modules unfold chronologically in the same way. This allows you to fix the super-object-
nye skills of high school students and keep the logic of the entire program.
reflections.
Designing combines theoretical knowledge and implementation of the idea. Project preparation involves the use of an interdisciplinary approach, integrative analytics and communication techniques. In the process of designing, schoolchildren form value orientations, realize the principles of activity, due to which the intentions of behavior turn into goals, thus, the activity becomes purposeful and conscious.
The basis of communication is a dialogue (polylogue), in which there is a clash of different positions, where the subject, arguing his position, is forced to highlight both the basis of his own point of view and the basis of the point of view of his opponents. Orientation to the search for foundations is what remains in the individual consciousness after the completion of the actual communicative situation [Pocheptsov, 2003].
The basis of reflection is the organization of a dialogue with oneself through group interaction. This is a necessary property of the practical thinking of a teenager and a high school student, whose task is to apply knowledge general to specific situations of reality. Reflection becomes the most important determining link between conceptual knowledge and personal experience. Without reflexive elaboration, the knowledge that makes up conceptual representations “crumbles” in the mind, and this does not allow them to become a direct guide to action. Reflection in activity is a process of mental (preliminary or retrospective) analysis of any problem, difficulty or success, as a result of which an understanding of the essence of the problem or difficulty arises, new prospects for their resolution are born. A reflective student is a student who analyzes, creatively explores his experience, and has predictive abilities. The subject of reflection in this case is
“I”, “Others”, “process of communication” are formed.
The result of "living" the development processes is the personal self-determination of schoolchildren as a conscious act of identification and assertion in problem situations. The program assumes both individual and group self-determination. With group self-determination, the corresponding goal of the group should appear both for the entire period of its development, and for each lesson separately.
The technological basis for the implementation of the content of the developing program is collective classes (V.K. Dyachenko, B.V. Lebedintsev, M.A. Mkrtchyan), involving the use of four methods of interaction: collective (organization of interaction in pairs of shifts), group, individual, pair . In the course of such interaction, students have the opportunity to be active, show independence and take responsibility for the result of their activities.
The collective organization of the development process will provide schoolchildren with the mastery of reflective skills, since the nature of such interaction is built on subject-subject relations. Collective activities include three successive stages [Mkrtchyan, 2001]:
Design;
Implementation of activities;
Reflection of activity.
Each way of organizing interaction is implemented through a variety of forms and methods in accordance with the goals of student development. Let us designate the essence of the main ones.
An organizational-activity game (OGA) is a special form of organizing the interaction of many students, which allows, through collective thought activity, to solve urgent problems of reality, the real life of schoolchildren [Shchedrovitsky, 1997].
In ODI, participants have a great opportunity to occupy certain positions. Take a position, therefore, for a while, arrogate to yourself the right to be someone; arrogate to oneself the right to have another
look at the situation and take responsibility for it.
ODI simultaneously takes place in real and ideal reality. The real reality is the reality where any actions are performed, and the ideal reality is the reality where the reflection of these actions takes place. During reflection, reality stops, the participants in the game begin to comprehend what happened in real life to this stop.
The organization and conduct of organizational and activity games have a number of positive aspects:
Allow to work with individual and collective thinking;
Make a reflective exit in relation to their actions;
They give the student the opportunity to draw up a position and "own" norm of activity.
In ODI, the methods "Problemization", "Schematization", "Creation and analysis of projects" are used.
Methodology "Problematization". To implement the content of each module, it is necessary to problematize the existing ideas about the concepts of "history", "responsibility", "individual position", "national culture", "urban culture", "symbol", "holiday", "hero", "personality" , "future", etc.
The problem field of the working concept is set, in which a lot of conflicting interactions arise between the parts of the system and its elements, resulting in contradictions. Therefore, the way to improve the system of concepts (mastering), to increase the degree of their ideality lies in the plane of identifying these contradictions, setting goals for their resolution and synthesis of solutions to the identified problems. Problem-tization should end constructively for the student. The way out of the problematic field are the tasks.
Method "Schematization". Students are encouraged to schematize, i.e. draw the most simple or different situation. For example, to depict on a diagram the organization of the work of classmates in a momentary learning situation today or
refrain from reading a passage of text. You can use the reverse approach. For example, to recreate the possible events represented by the given scheme.
Methodology "Creation and analysis of projects". This technique is based on the equal role of teachers and students. The project team has a joint goal setting, jointly plans and takes steps to implement the plan, and jointly sums up the results. The analysis of the result and the examination of the project are “ feedback”, the basis for setting new tasks.
Reflection. Reflection is an individual form of organization of thinking. It can also be carried out in other forms of organization of interaction [Usheva, 2007] . Reflection is aimed at: understanding oneself: “I understand who I am and what I am”; another: "I understand how I differ from the Other"; conditionality of oneself: “I understand that what I think, do, feel is not accidental (including due to culture)”; conditionality of the other: “I understand that what the other thinks, does, feels is not accidental (including due to culture)”; readiness to live together with another: “I am ready to do something very good together with another (joint product)”; joint activities: "We live, create, act together."
The results of the reflection are recorded by each participant of the program. Reflections are recorded daily.
Method "Personal diary". In each module of the program, students are offered to work with the "Personal Diary". This technique allows you to regularly plan your actions and analyze your achievements and difficulties. This form of reflection makes it possible to record a personal result, which is important for self-determination. The "personal diary" may look different, but it should contain information about the planning of activities, an analysis of what has been done and records that reflect the student's understanding of his own position.
Positioning. Within the framework of the program, participants have the opportunity to occupy certain positions. The position is not fully associated with the role. Role - dol-
current position. A person who has a role has duties and responsibilities. To take a position is for some time to appropriate to oneself the right to be someone, to have a different view of the situation. The student, remaining himself, can take the position of the “other” and analyze his strengths.
The most important position in the program is the position of the active participant. The main task of the program participants is to act, to be active both in permanent and consolidated groups.
To implement the content of the program, permanent and consolidated (temporary) groups are needed.
A permanent small group is a primary group of schoolchildren, the composition of which remains unchanged. It is in a small group that all questions of the success of each student are considered and analyzed, and individual educational programs are drawn up. The purpose of the permanent small group is to be a place of awareness, isolation and maximum possible solution for each student.
Group reflection is organized in permanent small groups to implement the principle of trust to all participants in reflection. You can use the following techniques: "Comments", "Mirror of the day", "Letters", etc.
A consolidated small group is a temporary team of schoolchildren created to solve a specific problem. Such groups are creative workshops.
A creative workshop provides an opportunity for high school students to discuss or learn practical approaches to overcoming any situation. The emphasis is on practical aspects rather than theoretical ones. The work is carried out with separate narrow topics, the formation of certain skills of students is taking place.
Method "Collage". This technique is intended for mediated self-expression. Collage (fr. Collage - gluing)
A technique in the visual arts, gluing onto a base materials that differ from it in color and texture, as well as a work entirely made by this technique. Concept and ideas, re-
alized in a collage, they are always voiced by students, comments are made. Collage can become a material for posing questions, reasoning, problematization.
Self-determination in this program is assumed both individual and group. With group self-determination, the corresponding group goal should appear in relation to the module's goal settings. In other words, the group must understand what exactly it will do (not “should do”, not “want to do”, not “can do”, but “will do”). In self-determination, the "Goal-setting" technique is used.
In group work, it is effective to use the "Presentation" technique. A slide presentation helps visualize the content. Focus on something, while taking into account who the information is intended for (the peculiarity of these students who are in the audience), keep the goal (what is the purpose of the presentation), track the basic action of students (what internal work is done by students).
The "Presentation" technique can be carried out according to the following plan:
1. Presentation of the theme of the module.
2. Demonstration of the logical connections of the entire program. Emphasis is placed both on the content and on the leading activities of each module.
3. Conducting a collective analysis of the basic concept of the module. The concept is personalized and filled with its personal content.
4. Creation of a situation of problematization with the formulation of tasks for solution within the framework of the program.
5. Setting goals by each participant of the program. Tasks should be of an activity nature, with a specific result for the personality of each student.
6. Analysis of the initial situation. Based on the analysis of the initial situation and tasks, a goal is set.
7. Understanding your own capabilities.
8. Analysis of possible external resources.
9. Determination of the composition of project teams.
10. Presentation of the topics of the final projects.
The main expected result of the educational program "The Future of Siberia" is the transition of schoolchildren's competencies to a new level of development. Such a transition becomes possible as a result of awareness, understanding and qualitative assessment by the student of the essence of certain modes of action presented in modern society. Awareness and understanding, in turn, are achieved through the mechanisms of reflection, based on knowledge and one's own practical experience of activity. The indicators of the result are specific cultural products created by schoolchildren within the framework of the program: reflective texts, projects, etc.
In the process of implementing the program, its participants master reflective skills, communicative practice and experience project activities as well as the ability to make decisions and predict their consequences. Students acquire the skills of analyzing their own activities (its course and intermediate result), positioning and self-determination in a problem situation, master the techniques of collective communication.
Bibliographic list:
1. Bogin, V.G. Teaching reflection as a way to form a creative personality /V.G. Bogin //Modern didactics: theory - practice / under scientific. ed. AND I. Lerner, I.K. Zhuravlev. - M .: Publishing house of the Institute of theory. ped-ki and intl. research in education Ros. Acad. Education, 1993. - S. 153176.
2. Comma, O.V. General communication skills: the experience of formation /O.V. Comma. - Krasnoyarsk: Polikom, 2009.
3. Kvasova, A.K. Reflection in the practice of collective training sessions /A.K. Kvasova, L.V. Bondarenko, D.I. Karpovich // Collective way of learning. - 2007. - No. 9. - S. 91-103.
4. Mkrtchyan, M.A. Methodological considerations around the problems of creating a new educational practice / M.A. Mkrtchyan // The practice of introducing an individually-oriented training system - Krasnoyarsk: KSPU, 2001. - P. 123-124.
5. Novikov, A. The content of general education: from the school of knowledge to the school of culture / A. Novikov // Public education. - 2005. - No. 1. - S. 39-45.
6. Pocheptsov, G.G. Theory of communication /G. G. Pocheptsov. - M.: Refl-book, 2003.
7. Senko, Yu.V. Style of pedagogical thinking in questions: textbook. allowance / Yu.V. Senko. - M.: Bustard, 2009.
8. Solovieva, M.R. Festive and ritual culture of Russian old-timers of Eastern Siberia. Trinity: manual /M.R. Solovyov. - Irkutsk: IGPU, 2003.
9. Usheva, T.F. Formation and monitoring of reflective skills of students: a guide / T.F. Ushev. -Krasnoyarsk: Polikom, 2007.
10. Khutorskoy, A. Activity as the content of education /A. Khutorskoy // National Education. -2003. - No. 8. - S. 107-114.
11. Shchedrovitsky, G. P. Philosophy. The science. Methodology /G. P. Shchedrovitsky. - M.: School of cultural policy, 1997.
Despite the increased interest in the topic of meta-subjectivity in the pedagogical community of scientists and practitioners, the analysis of existing scientific, journalistic, practical sources revealed the presence of an ambiguous understanding of the term "meta-subject competencies".
The most common interpretation of meta-subject competences is through their identification with their other types - key, general educational, basic, etc. In general, it should be noted that the near-conceptual terminological field of the phenomenon of "meta-subjectivity", on the one hand, is quite wide, and on the other hand , there is no single interpretation of the concept, which indicates the little-studied ™ and the complexity of the issue. Most often, one can find synonymous use along with meta-subject competencies, over-subject, key, universal, general, basic competencies. It should be agreed that the boundaries between the listed species are so thin that it is rather difficult to figure out whether there is a difference between them or not, and this, in our opinion, is the author's liberty of each scientist and practitioner covering this issue. Our approach to the definition of meta-subject competencies is based not so much on establishing differences between concepts, but on the search for dependencies and relationships. Supra-subject competencies are interpreted either as another interpretation of meta-subjectivity, so to speak, a variant of the translation of the prefix "meta", or as knowledge, skills and abilities that reveal the meta-subject content of education. The dependence of key, universal, general, meta-subject competencies among themselves can be seen by building their hierarchy. In accordance with the division of the content of education into a general meta-subject (for all subjects), inter-subject (for a cycle of subjects or educational areas) and subject (for each academic subject), three levels are built:
- 1) key competencies - refer to the meta-subject content of education;
- 2) general subject competences - refer to a certain range of subjects and educational areas;
- 3) subject competences - private in relation to the two previous levels of competence, having a specific description and the possibility of formation within the framework of academic subjects.
R. Pastushenko, Associate Professor of the Department liberal education Lviv Institute of Postgraduate Pedagogical Education, under metasubject competencies offers to understand "complexes of statements, understandings, skills and relationships that provide the ability to learn, cooperate, negotiate, overcome conflict situations; maintain the health of the body and spirit; determine and act independently; act productively, creatively approaching work.
Having studied various definitions, we can imagine m metasubject competencies- basic, key, universal methods of action, skills and abilities corresponding to such fundamental goals and objectives of education as:
- - teach to gain knowledge (teach to learn);
- - teach to live (teaching for being);
- - teach to live together (teaching for living together);
- - to teach to work and earn (teaching for labor);
Meta-subject competencies on A. V. Khutorsky:
value-semantic
These are worldview competencies related to value orientations the child, his ability to see and understand the world around him, navigate in it, realize his role and purpose, be able to choose the target and semantic settings for his actions and actions, make decisions. The individual educational trajectory of the child and the program of his life as a whole depend on them.
general cultural
The range of issues in relation to which the pupil must be well aware, have knowledge and experience of activity, these are the features of national and universal culture, the spiritual and moral foundations of human life and mankind, individual peoples, the cultural foundations of family, social, social phenomena and traditions, the role of science and religion in human life, their impact on the world, competencies in the everyday, cultural and leisure sphere, for example, possession of effective ways to organize free time.
Educational and cognitive
This is a set of competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activities, correlated with real cognizable objects. This includes the knowledge and skills of organizing goal setting, planning, analysis, reflection, self-assessment of educational and cognitive activity. In relation to the objects being studied, the pupil masters the creative skills of productive activity: obtaining knowledge directly from reality, mastering the methods of action in non-standard situations, heuristic methods for solving problems. Within the framework of these competencies, the requirements for appropriate functional literacy are determined: the ability to distinguish facts from conjectures, possession of measurement skills, the use of probabilistic, statistical and other methods of cognition.
Informational
With the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier) and information technologies (audio, video, e-mail, media, Internet), the ability to independently search, analyze and select the necessary information, organize , convert, save and transfer it. These competencies provide the skills of the child's activity in relation to the information contained in the subjects and educational areas, as well as in the world around.
Communicative
They include knowledge of the necessary languages, ways of interacting with surrounding and remote people and events, group work skills, and possession of various social roles in a team. The pupil must be able to introduce himself, write a letter, questionnaire, application, ask a question, lead a discussion, etc.
Social and labor
They mean possession of knowledge and experience in the field of civil society activities (playing the role of a citizen, observer, voter, representative), in the social and labor field (rights of a consumer, buyer, client, manufacturer), in the field of family relations and duties, in matters of economics and law, in the field of professional self-determination. The student masters the skills of social activity and functional literacy that are minimally necessary for life in modern society.
Personal self-improvement
They are aimed at mastering the ways of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. He masters the methods of activity in his own interests and opportunities, which are expressed in his continuous self-knowledge, the development of personal qualities necessary for a modern person, the formation of psychological literacy, a culture of thinking and behavior. These competencies include personal hygiene rules, personal health care, sexual literacy, internal environmental culture. This also includes a set of qualities associated with the basics of the safe life of the individual.
In addition, there are interpretations of meta-subject competencies related to the specific age of children and the level of education. For example, in a dissertation E. P. Pozdnyakova, the author gives the following definition meta-subject competencies of younger students- system of universal learning activities, allowing younger students to productively perform regulatory, cognitive and communication tasks. The dissertation relied on the position of E. F. Zeera, according to which the implementation of competencies occurs in the process of performing various types of activities, which allowed us to single out regulatory, cognitive and communicative competencies.
Regulatory competence includes the ability to accept, maintain and follow goals in learning activities; the ability to act according to a plan and plan their activities; the ability to control the process and results of their activities, including the implementation of anticipatory control in cooperation with the teacher and classmates; the ability to adequately perceive grades and marks; the ability to distinguish between the objective difficulty of a task and subjective complexity; willingness to overcome difficulties; purposefulness and perseverance in achieving the goal; optimistic perception of the world.
Cognitive competence is represented by the ability to independently identify and formulate a cognitive goal; the ability to structure knowledge; the ability to search and highlight the necessary information; the ability to consciously and voluntarily build a speech statement in oral and written form; the ability to choose the most effective ways to solve a problem depending on specific conditions; ability to formulate a problem; independently find ways to solve problems of a creative and exploratory nature; the ability to analyze objects in order to highlight features; the ability to independently complete the construction, to fill in the missing components; the ability to choose bases, criteria for comparison, seriation, classification of objects, establish cause-and-effect relationships, build logical chains of reasoning, put forward hypotheses and their justification.
Communicative competence consists of the ability to listen, hear and understand a partner; plan and coordinate joint activities; the ability to distribute roles, mutually control each other's actions; negotiation skills; the ability to conduct a discussion, the ability to correctly express their thoughts in speech; respect in communication and cooperation partner and yourself.
metasubject results. The modern form of the Federal State Educational Standards contains, as a necessary requirement, the provision, verification and evaluation of meta-subject educational results of students.
The issues of the formation of key competencies, over-subject skills and abilities, the development of universal educational activities became relevant even with the standards of previous generations, but for the first time the concept of “meta-subject results” received normative consolidation only in the new standards of all levels of education.
To metasubject results include universal methods of activity that are formed during educational subject activity within the educational process, but are simultaneously used in real everyday situations: the ability to organize your leisure time, identify its goals and objectives, select means for achieving the goal and apply them in practice, evaluate the data obtained; the ability to independently find, analyze, select information, transform it, save, transmit and present using modern technical means and information technologies; organize their lives within the framework of socially significant views on a healthy lifestyle, the rights and obligations of citizens, cultural values, social interaction; the ability to evaluate personal actions and the actions of others from the point of view of social norms; ability to work with people, interact in teams with the implementation of various social roles, present yourself, discuss, write official papers, etc.; ability to navigate the world around, make decisions.
Meta-subject results of educational activities- these are methods of activity applicable both within the framework of the educational process and in solving problems in real life situations, mastered by students on the basis of one, several or all academic subjects.
Metasubject Results are all the most important results education not separately, but in a system.
Metasubject Results- interdisciplinary concepts mastered by students and universal educational actions (regulatory, cognitive, communicative), the ability to use them in educational, cognitive and social practice, independence in planning and implementing educational activities and organizing educational cooperation with teachers and peers, building an individual educational trajectory.
Thus, metasubject results in most definitions are revealed through the category "universal learning activities".
The most important task modern system education - the formation of a set of "universal learning activities" that provide the competence to "teach to learn", the ability of the individual to self-development and self-improvement through the conscious and active appropriation of new social experience, and not just the development by students of specific subject knowledge and skills within individual disciplines.
Competence-based and system-activity approaches determine "universal learning activities":
- - as generalized actions that generate a broad orientation of students in various subject areas of knowledge and motivation for learning;
- - built on the experience of implementing "knowledge in action" ("competence" as the ability to put into practice the acquired knowledge and skills, readiness and motivation for effective actions);
- - ensure the development of the individual through the formation of universal educational activities (USA), which act as an invariant basis of the educational and upbringing process. UUD are formed with the possibility of independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, i.e. ability to learn.
The universal nature of learning activities appears to be:
- have a supra-subject, meta-subject character;
- ensure the integrity of the general cultural, personal and cognitive development and self-development of the individual;
- ensure the continuity of all stages of the educational process;
- underlie the organization and regulation of any activity of the student, regardless of its specially-subject content.
- provide stages of assimilation of educational content and formation psychological abilities student.
Functions of universal learning activities:
- providing opportunities for the learner on one's own;
- carry out teaching activities, set learning goals, seek and use the necessary means and ways to achieve them, monitor and evaluate the process and results of activities;
- creation of conditions for the harmonious development of the personality and its self-realization based on readiness for continuing education ; ensuring the successful assimilation of knowledge, the formation of skills, abilities and competencies in any subject area.
The metasubject approach assumes that the child not only masters the system of knowledge, but masters the universal methods of action and with their help he will be able to obtain information about the world.
Taking into account the meta-subject approach, based on modern positions regarding the result of educational activities educational technologies are represented by the following groups: subject, personal and meta-subject.
Subject technologies are determined by the requirements for results, fixed in the additional educational program as basic knowledge, skills, skills of the chosen subject area. They are similar to learning technologies.
Personal technologies determine the attitude of the student to the work that the teacher offers, they involve a demonstration of skill.
Meta-subject technologies are formed based on the fundamental property of the additional function of pedagogical tools based on the available pedagogical technologies theoretically substantiated and proven in practice. The essence of this property is as follows: "in addition to the main function, for the sake of which the pedagogical tool was designed, created and used, it objectively has another (or others), an additional function, the presence of which was not originally expected or planned" Federal State Educational Standard of Basic General Education. M., 2010. 45 p.
Metasubject Competence of a Teacher as a Necessary Condition for Improving the Efficiency of the Educational Process
In the Federal Law "On Education in the Russian Federation" (N 273-FZ of December 29, 2012), the term "education" is understood as: a single purposeful process of education and training, which is a socially significant good and is carried out in the interests of an individual, family, society and the state , as well as the totality of acquired knowledge, skills, values, experience and competence of a certain volume and complexity for the purposes of intellectual, spiritual, moral, creative, physical and (or) professional development of a person, satisfaction of his educational needs and interests.
If education is understood literally, then it should be considered as the education of a person - creation, as well as the creation of external and internal educational products by him. At the same time, the goal of education is not the process of education itself and not the development of a particular student, but the output of an educational result that will be useful not only for the student, but also for the society surrounding him, but on a global scale for all of humanity.
The basis of the Federal State Educational Standards (FSES) is a system-activity approach that provides:
- formation of readiness for self-development and continuous education;
- designing and constructing the 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
There are several approaches to defining a lesson. For example, Skatkin M.N. defined the lesson as an integral part and the main organizational form of the educational process. Lerner I.Ya. in the monograph "Subject, topic, lesson", wrote: "The success of the lesson can be considered achieved if the assimilation of knowledge and skills is ensured to the level of readiness for their creative application and the formation of an emotional and value attitude towards them in accordance with the social worldview and ideals ..." . It is important to focus on the result of learning, and as such a result is understood the ability to apply the acquired knowledge and skills, as well as the motivation to acquire these knowledge and skills. These provisions remain relevant today.
In the definition of S.S. Tatarchenkova, a lesson is understood as “the teacher’s organization of the student’s independent mental activity for the qualitative mastery of the useful content of educational material in a certain time.” It should be noted that the student masters the educational material independently and in the process of activity, the task of the teacher is to organize this activity.
Thus, from the point of view of the standard, the goals, content content, requirements for the meta-subject results of educational activities have changed significantly.
Basic the principle of metasubjectivity of education lies in the fact that the basis of the content of the educational process is the fundamental meta-subject objects that provide the possibility of subjective personal knowledge of their students.
Metamethods- these are methods that are used by a person to discover new ways to solve certain problems.
In accordance with the principle of humanity education, a person acts as the main subject of his education, therefore, the key goal of education can be considered the realization of a person’s internal potential not only in relation to himself, but also to the outside world. At the same time, human activity is a link between its micro- and macrocosm and at the same time acts as the fundamental foundations of man and the whole world. Meta-subject meaning of education and lies precisely in these grounds.
The main methodological principles of the modern meta-subject lesson are:
- subjectification (the student is an equal participant in the educational process);
- metasubjectivity (universal learning activities are formed - UUD);
- activity approach (as a result of organized search and research activities, students independently acquire knowledge);
- reflexivity (students find themselves in a situation where it is necessary to analyze their activities in the lesson);
- improvisation (the teacher's readiness for changes and correction of the "course of the lesson" in the process of conducting it).
The modern lesson, having retained its structure, has changed the content and organizational content of the usual stages. Let's consider them in more detail.
- Announcement of the topic of the lesson. In a traditional lesson, the teacher informs the students about the topic of the lesson, and in a modern type lesson, the topic of the lesson is formulated by the students themselves, while the teacher leads to understanding the topic.
- Communication of goals and objectives. In a traditional lesson, the teacher formulates and informs students what they should learn, what they should achieve. the main objective teachers - to do what is planned. At a lesson of a modern type, the goals and objectives are formulated by the students themselves, having determined the boundaries of knowledge and ignorance according to the scheme “remember → learn → learn”. The teacher's position is to bring students to the realization of goals and objectives.
- Planning. An important stage of the lesson, which determines what, how much and in what sequence will be performed in the lesson. In a traditional lesson, the leading role belongs to the teacher, who tells the students what work they need to do in order to achieve the goal. On co modern lesson The students themselves plan ways to achieve the goal, and the teacher helps and advises.
- Practical activities of students. In a traditional lesson, students under the guidance of a teacher perform a number of practical tasks (the frontal method of organizing activities is more often used). At the modern lesson, students carry out educational activities according to the planned plan (group, individual methods), and the teacher advises.
- Implementation of control. In a traditional lesson, the teacher monitors the implementation of practical work by students. In a modern lesson, students exercise control (forms of self-control, mutual control are used), and the teacher advises.
- Implementation of the correction. In a traditional lesson, the teacher makes corrections during and after the work done by the students. In a modern lesson, students formulate difficulties and carry out corrections on their own, the teacher advises, advises, helps.
- Assessment of students. In a traditional lesson, the teacher assesses the work of students in the lesson. On the modern - students give an assessment of the activity according to its results (self-assessment, assessment of the results of the activities of classmates), and the teacher advises.
- Summary of the lesson. In a traditional lesson, the teacher asks students what they remember, and in a modern lesson, reflection is carried out when each participant in the lesson analyzes their successes or failures in the lesson.
- Homework. In a traditional lesson, homework is most often offered the same for everyone, with the teacher announcing and commenting on it. In a modern lesson, students can choose a task from those proposed by the teacher, taking into account individual capabilities.
At each stage of the modern meta-subject lesson, various universal learning activities are purposefully formed. Let's consider this in more detail.
- Motivation for learning activities.
When answering the question of what it means to motivate a child for learning activities, it is necessary to pay attention to several aspects:
- actualization of the requirements for the student from the side of educational activities, i.e. his duties as a participant in the educational process (“must”);
- creation of conditions for the necessity to become an internal need (“I want”);
- creating a situation in which the student will feel confident that he is able to solve the problems that arise in the learning process (“I can”).
- the task should be interesting to the student, it should captivate him. The wording of the task should be such that the work is completed relatively quickly;
- the theme should be original, it needs an element of surprise, unusualness. Originality in this case lies in the ability to look outside the box at traditional, familiar objects and phenomena. This rule is focused on the development of the most important characteristic of a creative person - the ability to see problems. The true creator from the mediocre, creatively not developed person is distinguished by the ability to find unusual, original points of view on various, even well-known objects and phenomena.
The creation of internal motivation for learning forms the ability of students to self-determination and meaning formation (personal UUD); goal-setting (regulatory UUD), as well as planning cooperation with the teacher and classmates (communicative UUD).
2. Creation of a problem situation.
The problem situation as a stage of the lesson is organized to prepare students for the discovery of new knowledge. Children perform the trial educational action proposed to them, while updating the methods of action known to them, and note the difficulties associated with this work. The desire to explore something arises only when the object attracts, surprises, arouses interest, therefore:
It should be remembered that the student must deal with all subjects and long-term focused work in one direction will cause difficulties. In the course of working on a problem situation, cognitive logical learning actions are formed: analysis, synthesis, comparison, generalization, analogy, classification, as well as the ability to extract the necessary information from various sources, build a speech statement. Regulatory actions are formed when students fix an individual difficulty in a trial action. Students, in the process of communication, need to express their opinion with sufficient completeness and accuracy, argue it, take into account other opinions, if any - these are communicative UUD.
3. Identification of the cause of the difficulty.
In order to understand why a difficulty arose when performing a trial task, students must restore the performed operations, fix the place - step, operation - where the difficulty arose; then, on this basis, identify the cause of the problem that has arisen - what knowledge, skills are not enough to solve the task and similar tasks. At this stage, UUDs are formed such as: analysis, synthesis, comparison, generalization, analogy, summing up under the concept, definition of basic and secondary information, statement and formulation of the problem (cognitive UUD)); expressing one's thoughts with sufficient completeness and accuracy, arguing one's opinion and position in communication, taking into account different opinions, coordinating different positions, resolving conflicts (communicative UUD)).
4. Search for ways to resolve the difficulty that has arisen.
At this stage, students set a goal, choose a method and plan (procedure) to achieve the goal, determine the means, sources, resources and timing. The role of the teacher in this process, first with the help of an introductory dialogue, then - an inciting dialogue, to bring students to the independent implementation of the study. At this stage, conditions are created for the formation of such universal learning activities as self-determination and meaning formation (personal UUD). Along with cognitive and regulatory actions, there is the formation of such UUD as the search and selection of the necessary information, the choice of the most effective ways to solve problems, the independent selection and formulation of a cognitive goal, planning, forecasting, and structuring knowledge. The formation of communicative UUDs related to the ability to work in a team, in a group, continues.
5. Implementation of a plan for resolving the difficulty that has arisen.
Working in a group, students offer various options for action, which are discussed by all members of the group, and then the most effective one is selected. The general solution is represented in external speech and/or in the form of a scheme (symbolically). This method of action is used to solve the original problem that caused the difficulty. As a result, the difficulty must be overcome, to which attention is also drawn. This activity forms the ability to realize responsibility for the common cause, volitional self-regulation, cognitive initiative. In order to successfully implement the plan, it is necessary to put forward hypotheses, search for the necessary information, and use sign-symbolic means. At this stage, logical UUD are still relevant: analysis, synthesis, comparison, generalization, analogy, classification, establishment of cause-and-effect relationships. The student builds a logically consistent chain of reasoning, learns to express his thoughts fully and accurately. Among the communicative UUD at this stage, the following are of paramount importance: formulating and arguing one's opinion and position in communication, taking into account different opinions, coordinating different positions, using criteria to justify one's judgment, reaching agreements and agreeing on a common solution, conflict resolution.
6. Checking the effectiveness of the found method of activity.
Students solve typical tasks using a new method of action. This work can be done in pairs, in groups, or frontally. In addition to the UUD, which have already been mentioned, at this stage the ability to act according to the algorithm, modeling and using models of different types is formed.
7. Independent work and self-check.
Students work independently: perform tasks of a new type, carry out their self-examination, step by step comparing with the sample, identify and correct their own mistakes. At this stage, among others, regulatory UUD are formed: control, correction, evaluation, volitional self-regulation in a situation of difficulty.
8. Reflection and self-assessment.
At this stage, the new content studied in the lesson is fixed, and reflection and self-assessment by students of their own learning activities are organized. Students are required to correlate the purpose of educational activity and its results, fix the degree of their compliance and set goals. further activities. At this stage, universal learning activities are formed that allow you to evaluate your own activities: reflection on the methods and conditions of action, monitoring and evaluation of the process and results of activities, self-assessment based on the criterion of success, an adequate understanding of the reasons for success / failure in educational activities.
Thus, the meta-subject lesson, in addition to the subject, solves more broadly directed tasks:
- the formation at each moment of the lesson of the student's understanding of how he achieved new knowledge and what methods he needs to master in order to learn what he does not yet know;
- formation of a holistic view of the world, the interconnections of its parts that intersect in one subject or combine in it, comprehend the inconsistency and diversity of the world in activity;
- focus on the close connection of learning with immediate life needs, interests and socio-cultural experience of students;
- teaching general techniques, techniques, schemes, patterns of mental work that lie above objects, on top of objects, but which are reproduced when working with any subject material.
Signs of a meta-subject lesson:
- an obligatory element of a meta-subject lesson is goal-setting;
- the presence of research, heuristic, project, communicative-dialogue, discussion, game activity, the essence of which is that the assimilation of any material occurs in the process of solving a practical or research problem, a cognitive problem situation;
- creation problem situations that require personal self-government (i.e., regulatory universal actions): the teacher creates conditions in which students can independently find solutions to certain tasks;
- activating the interest and motivation of students' learning by attracting other areas of knowledge to the subject of the lesson and relying on the personal practical experience of each student;
- in the lesson, the teacher and the student are brought to the oversubject basis, which is the very activity of the student and the teacher. In the course of movement in the metasubject, the child masters two types of content at once - the content of the subject area and activity;
- reflection, translation of theoretical ideas into the plane of personal reasoning and conclusions;
- methods of activity in the lesson are universal, that is, applicable to various subject areas.
The implementation of the Federal State Educational Standard provides for a change in approaches to the organization of the educational process. In a changing educational environment, the lesson still remains the main form of organizing the educational process, but the meaning of the lesson as a didactic category is changing due to the changing goals and conditions of learning. This requires the teacher to master new competencies that are aimed at achieving meta-subject educational results.
Literature
- Kraevsky V.V., Khutorskoy A.V. subject and general subject in educational standards // Pedagogy. - 2003. - No. 2
- Khutorskoy A.V. Metasubject lesson: Toolkit. - M .: Publishing house "Eidos"; Institute for Human Education Publishing, 2016.
- Khutorskoy A.V. Meta-subject approach in teaching: Scientific and methodological manual. 2nd ed., revised. and additional - M .: Publishing house "Eidos", 2016.
- Mikheeva Yu.A. Designing a lesson from the standpoint of the formation of universal learning activities. - [Electronic resource]. Access code http://www.ug.ru/method_article/260
- Federal State Educational Standard for Basic General Education.
- Lerner I.Ya. Subject, topic, lesson. Moscow: Knowledge, 1988. P.11.
- Tatarchenkova S.S. Lesson as a pedagogical phenomenon: Teaching aid. St. Petersburg: KARO, 2008. P.15.
