Why was it necessary to include the concept of universal learning activities. What is UUD? Version for parents

Today, society and the state put forward more and more new requirements for the results of schooling. In the standards of the first generation, the purpose of education was the direct transfer of knowledge from the teacher to the students, and the result, showing the results of learning, was the mastery of a system of knowledge, skills and abilities. In the standards of the second generation, the concept of "ZUNs" is no longer used. The purpose of education is also changing. Now schools should produce people who not only mastered a set of certain knowledge and skills, but also know how to get them on their own. It is understood that graduates must have certain universal learning activities (ULA).

The concept of universal learning activities

Universal learning activities- this is a set of ways of various actions that contribute to the active self-development of the student, helping to independently master new knowledge, master social experience, and form a social identity. What is UUD according to GEF, saying in simple terms? These are actions that help "teach a person to learn." Universality means:

Metasubject, character. The concept of UUD does not refer to any one academic subject.
Form the psychological abilities of students
They are the basis of any activity of the student.

Universal learning activities perform the following functions:

They create conditions for the comprehensive development of the individual on the basis of readiness for continuing education.
They contribute to the successful formation of skills, competencies, the assimilation of knowledge in various subject areas.
They provide the student with the opportunity to independently carry out the activities of learning, goal-setting, monitoring and evaluating the process and learning outcomes.

Universal learning activities include the following types:

personal
regulatory
cognitive
communicative

Personal universal learning activities

Personal UUD- these are actions that ensure the determination of the value-semantic orientation of students. They also contribute to the definition of a person of his place and role in society and the establishment of prosperous interpersonal relationships.

In educational activities, there are several types of actions:

self-determination in different areas: professional, personal;
meaning formation: awareness of the meaning and motive of learning, the connection between them;
Moral assessment of the acquired material, the ability to make personal moral choice based on social values.

To form personal UUD, it is proposed to use the following methodological techniques and tasks:

Group projects. Students jointly choose an interesting and relevant topic, distribute roles within the group. Everyone contributes to the implementation of the project.
Portfolio management. The diary of individual achievements contributes to the creation of a situation of success, thereby increasing self-esteem and establishing self-confidence. The portfolio encourages the desire for self-improvement, the formation of positive personality characteristics.
Attraction of local history material for academic and extracurricular activities
Creative tasks

Characteristics of regulatory universal learning activities

Regulatory universal learning activities are actions that provide organization and correction of learning activities. This group includes:

goal setting: definition of the purpose and educational task;
Planning: establishing a sequence of actions in accordance with the established goal and taking into account the expected result;
Forecasting: the ability to predict the result and its characteristics;
Correction: the ability to make changes to the plan in case of discrepancy with the standard;
Grade: definition and awareness of what has been assimilated and still to be assimilated; assessment of what has been learned;
Self-regulation: the ability to overcome obstacles and conflicts that have arisen;

For the formation of regulatory UUD, several methodological approaches are proposed. First of all, the student must establish and understand the purpose of studying a topic. Without this, successful mastering of the material is impossible. To form the objectives of the lesson, students at the beginning of the lesson can be offered the following table:

The last column can also be filled in at the end of the lesson, then its title should be changed: “What new and interesting things did I learn in the lesson?” Variations are possible in accordance with the topic of the lesson. For example, at the beginning of a history lesson on the topic “The Religion of the Ancient Greeks”, there may be work with such a table:

To form a planning UUD, it is advisable to use the following techniques:

Planning
Discussion of a plan for solving a learning problem
Work with a deliberately changed (deformed by the teacher) plan, its adjustment

Characteristics of cognitive universal learning activities

Cognitive UUD These are general educational activities that include:

Self-setting cognitive goals
Finding and structuring the necessary information using various means
semantic reading
Modeling

In a number of cognitive UUDs, a group is distinguished logical universal actions. It:

Creating hypotheses and testing them
Establishing causal relationships
Definition of logical reasoning
Implementation of classifications, comparisons

The following techniques and methods contribute to the development of cognitive UUD: tasks for finding correspondences, compiling a cluster, a logical chain, developing test questions and answers to them, working with historical documents.

Communicative universal learning activities

Communicative UUD name the actions that provide social competence, contributing to the acquisition of skills for building a dialogue; enabling them to integrate into the social environment. These include:

Finding a safe way out of conflicts
Ability to formulate questions correctly
Ability to express thoughts fully and accurately
Control and correction of the partner's behavior in the group

For the development of communicative UUD, it is proposed to use such tricks:

Drafting clarifying questions or questions to the speaker
Making judgments
Making presentations or messages in front of an audience
Continuation and development of a classmate's judgment

Children really like the technique called “hot chair”. It is suitable for consolidating the material covered. Two people come to the board. One of them sits down on a chair called "hot" facing the class. He must not see the board. The second student writes a term or date on the board. The class must explain the meaning to the seated person, and he, in turn, should name the concept itself.

Such a simple technique as a story from an illustration also helps to develop communicative UUD. When compiling it, the student uses visual support, causing a passive vocabulary. In addition, illustrations can enliven the story itself, interest children, and encourage them to study the material.

An educational discussion occupies a prominent place among the means that form communicative UUD. This is the name given to the exchange of opinions on a particular problem. The discussion contributes to the acquisition of new knowledge, the development of the ability to defend one's opinion. There are many forms: forum, "court", debate, symposium, "round table", brainstorming, "aquarium" technique, "expert group meeting".

Criteria for the formation of UUD

To determine the degree of formation of the UUD, the following main criteria are used:

Regulatory Compliance
Compliance of the results of the development of UUD with the requirements prescribed in advance
Consciousness, completeness and reasonableness of actions
Criticality of actions

Contributing to the formation and development of UUD, the teacher helps students become active participants in the educational process. Having mastered the universal educational actions, the student will not get lost in the incessant flow of information, he will acquire a very important skill - “the ability to learn”.

Master class №1

"Formation of universal educational activities in the classroom and in extracurricular activities by means of ICT"

N.V. Tretyak.

1.WHAT IS UUD AND WHY DO THEY NEED

Modern society characterized by the rapid development of science and technology, the emergence of new information technologies The pace of knowledge renewal is so high that throughout life a person has to repeatedly retrain, master new professions.

The development of the media and the Internet leads to the fact that the school ceases to be the only source of knowledge and information for the student. What is the role of the school now? This role consists in the formation of the ability to learn (to teach YOURSELF).

Instead of simply transferring knowledge, skills and abilities from teacher to student, the priority goal is to develop the student's ability to:

Set your own learning goals

Design ways to implement them

Monitor and evaluate your achievements

In other words, the formation ability to learn.

Achieving this goal becomes possible due to the formation of a system of universal educational activities (UUD, related concepts - “general educational skills”, “general cognitive actions”, “ common ways activities”, super-objective actions). As the famous parable says, in order to feed a hungry person, you can catch him a fish. And you can do otherwise - teach how to fish, and then a person who has learned to fish will never be hungry.

Mastering universal learning activities give students the opportunity independent successful assimilation of new knowledge, skills and competencies based on the formation ability to learn . This possibility is ensured by the fact that UUD are generalized actions that generate motivation for learning and allow students to navigate in various subject areas of knowledge. Slide

Universal learning activities can be grouped into four main blocks:

1) personal;
2) regulatory, including self-regulation;
3) cognitive, including logical, cognitive and sign-symbolic;
4) communicative actions.

^ Personal actions allow to make the teaching meaningful, provide the significance of solving educational problems, linking them with real life goals and situations, they are aimed at understanding, researching and accepting life values and meanings, allow you to orient yourself in moral norms, rules, assessments, develop your life position in relation to the world , surrounding people¸ himself and his future.

^ Regulatory actions provide the ability to manage cognitive and educational activities by setting goals, planning, monitoring, correcting their actions and assessing the success of mastering. Consistent transition to self-management and self-regulation in educational activities provides the basis for the future vocational education and self-improvement.

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

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

^ 2. Learning to identify and find UUD.

In order to plan work aimed at the formation of UUD, it is necessary to learn to "see" actions of different types, find them in a particular educational and extracurricular situation, because the ability to find UUD in the proposed material is one of the important steps towards building the entire system. team work on the formation of UUD.

This is similar to the situation with mastering a literate letter - in order to correctly insert "zhi" and "shi" in the right places in a word, you must be able to highlight them in words. Same with UUD.

Thus, such work will enable you to expand your systemic vision, master a new practice of analyzing the situation from the standpoint of assessing the representation of certain UUDs within the framework of the event, teaches you to think in a new way.

So, within the framework of this stage, we will analyze situations, look for different types UUD.

^ 1 task. What does the "shop" teach

Dear colleagues, where Everyday life We are studying? (Answers: fishing, in the country, in the forest ... ..)

What do you think, what can be done on the bench? Can they here here universal actions are formed. View the presentation yourself.(Presentation)

^ Choose from the suggested ones (Appendix 4): What kind of universal actions has formed "SHOP"?

That's right - these are communicative universal learning activities. (I attach a magnet to the board).

Ability to express your thoughts with sufficient completeness (communicative)

Ability to ask for help, conduct a dialogue, answer questions (communicative)

Adequately respond to comments (personal)

The ability to make a moral choice and give a moral assessment (personal)

Responsibility for the behavior and actions of others and oneself (personal)

Selection of the necessary information (cognitive)

Establishment of causal relationships (cognitive)

Establishing a connection between the purpose of the activity and its motive (regulatory)

Forecasting performance results (regulatory) Have you made sure that universal actions are formed on the bench as well?

We have shown that a person's learning, the formation of his competences take place not only in generally accepted places of study: school, college, institute, etc., but also in other places that become a source of information for a person.

2 task

I propose to recall the fairy tale of Vladimir Grigorievich Suteev, familiar to us from childhood, "The Ship". (Presentation)

Please determine what universal actions are formed by the characters?

Think about what you need to learn. (Annex 4)

- What are the universal actions formed by the heroes?

(attached magnets)

Know how to interact Plan activities Be a leader Apply knowledge in new situation Assign roles

^ What needs to be formed?

– A frog, an egoist, needs to learn to accept the point of view of others, work in a group, and control himself.

So, we were convinced once again: “A fairy tale is a lie, but there is a hint in it, A lesson for good fellows!”. This situation is easily projected onto the actions of our students. For example, when the children go to the dining room.

We have shown that one can learn everywhere and always, and that the formation of universal learning activities is not difficult, but very interesting.

All this is achieved through the conscious, active appropriation of social experience by students. At the same time, knowledge, skills and abilities (KAS) are formed, applied and preserved in close connection with the active actions of the students themselves.

^ 3. How to form Universal learning activities?

How to form UUD? Maybe give a lecture to a child or ask home, or maybe let the parents do it?

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

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

“If you want to learn how to jump, you have to jump.” Also with universal learning activities. To learn to plan, you need to plan, and to learn to systematize information, you need to master the forms in which you need to analyze and process information.

Therefore, the implementation of educational standards of the second generation implies a new role for the teacher, as well as the use of "other" technologies, forms, methods that are adequate to the requirements.

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

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

(Appendix 3) Consider the Memo for the teacher "How to help the student master UUD?"

^ Personal UUD:

Cognitive UUD:

Communicative UUD:

Regulatory UUD:

Help in shaping regulatory universal educational activities, we suggest you use the developed "reminders":

*Director's game

mutual control;

"I'm looking for mistakes";

I offer you several tasks for the development regulatory action in the educational process.

TASK 1 (Appendix 1) is aimed at the formation of "The ability to understand the learning task presented for individual and collective activities" Of course, in order for the child to be able to complete this task, you need to perform a similar exercise in every lesson. From the point of view of modernity, you can rephrase the question: What should be learned?

Choose from the proposed options the question that the learning task answers and underline it. How will we do it? ^ What do we do?
Read the text below and underline the wording of the learning problem.

"Guys! We have finished the large and complex topic "Nouns". Today we have a not quite ordinary lesson: we will compete in the knowledge of the Russian language, we will test your intelligence, efficiency, organization and attention. And for the competition we use transparencies with drawings on the topic “Noun”. But first, let's clarify how many teams will participate in the competition. Probably three. Let each row of tables become a team, do you mind?!”

TASK 2. Aimed at the formation of " ^ Ability to understand the sequence of actions for individual and collective fulfillment of a learning task.

Exercise:

2. Define, emphasize it.

Choose titles for them; (four)
Make up a story about a fairy-tale hero;
Reread the text, mark in it those passages that relate to the hero; (one)
Identify what each passage is talking about (2)
Tell about the hero, using the plan; (6)
Arrange the passages in order by grouping them; (3)
Review the marked text again, making sure the headings match.(5)

What do you think, which of the proposed formulations is a learning task?

I think that each teacher has his own methods that contribute to the formation of educational and informational skills, i.e. ^ COGNITIVE ACTIONS

I propose to replenish this list, perhaps with new techniques for you.

(Annex 2)

“Thin” questions are questions that can be answered with an unambiguous question, “thick” questions that cannot be answered as definitely. You can offer the following table to distinguish between "thick" and "thin" questions

For example, if you practice asking “thick” and “thin” questions when reading a poem by S.Ya. Marshak, you get the following:

^ Subtle questions:

What did the bird do?

Where does Jack keep the wheat?

Thick questions:

Why did the cow and the old dog have a bad relationship?

What will change in the poem if one of the characters “disappears”, for example, a shepherd?

I suggest you practice, remember, for example, the rn fairy tale "Turnip" and make thick and thin questions

For example: who ran after the Bug? (thin question)

What would happen if the mouse did not come running? (thick question)

Can you explain why the turnip grew so big? (thick question)

3. At the beginning of learning this technique, you must use the competition. For example, those who come up with the most questions or come up with the funniest question get a token.

4. The end of work on this technique should be a table of answers to thick and thin questions. It can be used in preparing for essays, test papers, retellings, exams (in high school)

5. Not all students fill out the specified table equally easily, do not insist - encourage even minor successes.

6. When reading the text, it is possible to divide students into “specialists” on thin and thick issues. In conducting the session in this way, it is important to remember that subtle questions are easier to ask.

It is recommended to use the technique when reading historical texts, as well as when working with any passages containing a description of some event or phenomenon. Such texts can be found not only in history lessons, but also in other academic subjects. While reading, the child makes notes: “Who?”, “What?”, “When?”, “Where?”, “Why?”, creating a “skeleton” of the text. Based on it, later he will be able to recreate, if not all the content, then the plot - for sure. And this is required for various kinds of testing, control and exams. But, more importantly, the student masters plot thinking. Those who have this thinking skill sufficiently developed will not miss something important.

Who?	What?	When?	Where?	Why?

I will rest in the south
An example of the application of this technique is the "Prediction Tree" compiled by a student on the topic "How I will spend my summer." The theme itself is the “trunk of the tree”. “Leaflets” are forecasts, and “twigs” are arguments, justifications for forecasts are “leaflets”.

I'll stay in the city

I'm going to a sports camp

Mom loves the sea

Perhaps because

I go in for sports

How will I spend my summer
grandmother is sick

This technique is proposed to develop the ability to substantiate, argue one's predictions. Prediction trees are best grown when working with text that has a storyline. The topic that is recorded in the “trunk” should contain a question addressed to the future, for example, “How will the story end?”, “Will the main character?»…

Students of all ages really like to make a Prediction Tree. In any forecast, there is an element of the game, uncertainty. But still, you should not use this technique more than once in a lesson, since texts are used to develop thinking, and not to play a guessing game.

Reception number 4 "Wise owls"

Students are invited to independently work out the content of the text of the textbook (individually or in a group). The students are then given a worksheet with specific questions and tasks to process the information contained in the text. Here are some examples of such tasks:

^ Basics of working on text . Find the main (new) concepts in the text and write them down in alphabetical order.
What, did not wait
Home life wisdom
Known and unknown
Illustrative image
^ Instructive conclusion

Next, a discussion of the results of the work is organized. In this case, the following steps can be outlined: search additional information, homework for individual students and individual groups of children; highlighting unresolved issues; determination of the next stages of work.

Attachment 1

EXERCISE 1.

Choose from the proposed options the question that the learning task answers and underline it. How will we do it? What do we do?
Read the text below and underline the wording of the learning problem.

"Guys! We have finished the large and complex topic "Nouns". Today we have not quite an ordinary lesson: we will compete in the knowledge of the Russian language, we will test your quick wit, efficiency, organization and attention. And for the competition, we use transparencies with drawings on the topic “Noun.” But first, let's clarify how many teams will participate in the competition. Probably three. Let each row of tables become a team, do you mind?!”

TASK 2. ^ The ability to understand the sequence of actions for the individual and collective fulfillment of the educational task.

Exercise:

1. Read the training task below and the training steps for its implementation (the sequence of their implementation is deliberately violated)

2. Determine which of the proposed formulations is a learning task, highlight it.

3. Number the learning activities in the order in which they are performed

Choose titles for them; ___
Make up a story about a fairy-tale hero;
Reread the text, mark in it those passages that relate to the hero ____
Determine what each passage is talking about _____
Tell about the hero, using the plan; _____
Arrange the passages in order by grouping them; ____
Review the marked text again, checking if the headings match _____

Application2

Reception number 1 "Thick" and "thin" questions.

“Thin” questions are questions that can be answered with an unambiguous question, “thick” questions that cannot be answered as definitely.

1. After the children complete the table, should be discussed immediately. To work with this technique to bear fruit, feedback needs to be the child must know how his peers perform this task, what their mistakes are.

2. When discussing the table, it is necessary to focus the attention of children on the fact that there are only one question for thick questions (perhaps even as many as there are children in the class), and only one for thin ones.

3. At the beginning of learning this technique, you must use the competition. For example, those whoever comes up with the most questions or comes up with the funniest question gets a token.

4. The end of work on this technique should be a table of answers to thick and thin questions. ^ It can be used in preparing for essays, test papers, retellings, exams (in high school)

5. Not all students are equally easy to fill out the specified table., do not insist - encourage even minor successes.

6. ^ It is possible, when reading the text, to divide students into "specialists" according to subtle and tough questions. In conducting the session in this way, it is important to remember that subtle questions are easier to ask.

Reception number 2 "Five questions of the plot table ..."

Who?	What?	When?	Where?	Why?

Reception number 3 "Tree of predictions"

The theme itself is the “trunk of the tree”. “Leaflets” are forecasts, and “twigs” are arguments, justifications for forecasts are “leaflets”.

What, did not wait? Select from the text new information that is unexpected for you, as it contradicts your expectations and initial ideas.

You already know the latest news? Write down information that is new to you.

Home life wisdom. Try to express main idea text in one sentence.

Known and unknown. Find in the text that information that is not known to you, and that information that was previously known.

Illustrative image. Try to illustrate the main idea of the text and, if possible, your reaction to it in the form of a picture, diagram, cartoon, etc.

^ Instructive conclusion . Is it possible to draw conclusions from what has been read that would be significant for future activities and life?

You can learn more about the formation of UUD in the manual:

How design universal learning activities in primary school: from action to thought: a guide for the teacher / [A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others]; ed. A.G. Asmolov. - M.: Education, 2008. - 151 p.: ill. - ISBN 9785090191487.

Application3

Memo for the teacher "How to help the student master UUD?"

Personal UUD:

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

2. In the life of a child, no matter what age he is an adult, this is the person who “opens” him real world. Help to discover and develop in each student his strong and positive personal qualities and skills.

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

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

Cognitive UUD:

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

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

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

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

Communicative UUD:

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

2. Don't be afraid of "non-standards lessons", try different kinds games, discussions and group work to master the material in your subject.

3. Make an algorithm for retelling the text of the material for students, for following which you will add an additional point, for example.

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

5. Teach your child to ask clarifying questions on the material himself (for example, Who? What? Why? Why? Where?, Etc.) ask again, clarify;

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

Regulatory UUD:

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

2. Teach the student: to control, to perform their actions according to a given pattern and rule.

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

Memo "How to help the student master UUD?".

To help you form regulatory universal learning activities, we suggest you use the developed "reminders":

If a child has difficulty completing assignments, then: - Inviting the child to complete any assignments, follow certain rules:

Firstly, it is necessary that the children, having received the task, immediately repeat it. This makes the child mobilize, "tune in" to the task, better understand its content. and also take this task personally to yourself;

Secondly, you need to invite them to immediately plan their actions in detail, i.e. immediately after the instruction, proceed to its mental execution: determine the exact deadline, outline the sequence of actions, distribute work by day, etc.

If the child has difficulty in determining the sequence of intermediate goals, taking into account the final result, then: - it is necessary to introduce a restrictive goal and determine the optimal moment for introducing a restrictive goal:

The goals set for the child should not be general (become an excellent student, correct their behavior, etc.), but very specific, aimed at mastering individual elements of behavior that can be easily controlled;

A specific goal must be set immediately before it must be completed (for example, immediately before the lesson);

You must first set a goal for a very short time (for this change, for the first 10 minutes of the lesson);

Constant daily monitoring of the fulfillment of the planned goals is mandatory (for these purposes, it is recommended to keep a special diary in which the child, together with an adult - a teacher, would outline specific tasks for himself to fulfill and record the assessment of success in writing.

If a child has difficulties in evaluating, correcting and monitoring their activities, then it is recommended: - Organization of joint work among younger students (performing educational tasks after school hours - at home or in an extended day group): collective discussion, mutual verification, mutual control. The subject of student assessment should be learning activities and their results; ways of educational interaction; own capacity to carry out activities.

If a child has difficulties in volitional self-regulation, then the following recommendations for the formation of volitionality in children can be distinguished:

* Games with rules and productive activities

*Director's game

* A good tool to help a child regulate his pace of activity is an hourglass.

For the formation of regulatory universal learning activities, the following types of tasks are possible: “intentional errors”;

Search for information in the proposed sources;

mutual control;

Mutual dictation (method of M.G. Bulanovskaya);

Learning material by heart in the classroom;

"I'm looking for mistakes";

A quiz on a specific issue.

We wish you patience and creativity!

Application4

Learned how to interact with different people

Ability to express your thoughts with sufficient completeness

Ability to ask for help, communicate, answer questions

Respond appropriately to comments

The ability to make a moral choice and give a moral assessment

Responsibility for the behavior and actions of others and oneself

Selecting the required information

Establishing causal relationships

Establishing a connection between the purpose of the activity and its motive

Performance forecasting

Plan activities Be a leader Apply knowledge to a new situation Assign roles

What needs to be formed?

slide 1

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

slide 2

Glossary of the GEF Universal learning activities - the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience; a set of student actions that ensure his cultural identity, social competence, tolerance, the ability to independently assimilate new knowledge and skills, including the organization of this process.

slide 3

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

slide 4

Formation of the ability to learn The priority goal of school education is to develop the ability of students to independently set learning goals, design ways to achieve them, monitor and evaluate their achievements. In other words, the formation of the ability to learn. The student himself must become the "architect and builder" of the educational process.

slide 5

Universal Learning Activities Achievement of this goal becomes possible due to the formation of a system of universal learning activities. Similar in meaning to the concept of "universal educational actions" are the concepts of "general educational skills", "general cognitive actions", "general methods of activity", "above-subject actions".

slide 6

The concept of the development of universal learning activities was developed on the basis of a system-activity approach (L.S. Vygotsky, A.N. Leontiev, P.Ya. Galperin, D.B. Elkonin, V.V. Davydov, A.G. Asmolov) by a group authors: A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya, O.A. Karabanova, N.G. Salmina and S.V. Molchanov under the direction of A.G. Asmolov.

Slide 7

What do universal learning activities provide? - provide the student with the opportunity to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, be able to control and evaluate learning activities and their results;

Slide 8

What do universal learning activities provide? - create conditions for the development of the individual and its self-realization based on the "ability to learn" and cooperate with adults and peers. The ability to learn ensures readiness for continuous education, high social and professional mobility;

Slide 9

What do universal learning activities provide? ensure the successful assimilation of knowledge, skills and abilities, the formation of a picture of the world, competencies in any subject area of knowledge.

slide 10

What do universal learning activities provide? Thus, universal learning actions as generalized actions open up the possibility for students to have a broad orientation both in various subject areas and in the structure of the learning activity itself, including awareness of its target orientation, value-semantic and operational characteristics.

slide 11

What do universal learning activities provide? Achieving the ability to learn involves the full development by schoolchildren of all components of educational activity, including: 1) cognitive and learning motives; 2) learning goal; 3) learning task; 4) educational activities and operations (orientation, transformation of material, control and evaluation).

slide 12

Universal learning activities: 1) personal; 2) regulatory, including self-regulation 3) cognitive, logical, cognitive and sign-symbolic; 4) Communicative actions

slide 13

Personal actions make learning meaningful, provide the student with the significance of solving educational problems, linking them with real life goals and situations. aimed at understanding, researching and accepting life values and meanings allow you to orient yourself in moral norms, rules, assessments allow you to develop your life position in relation to the world, people around you, yourself and your future

slide 14

Personal actions self-determination life personal professional actions of meaning formation and moral and ethical evaluation of orientation In social roles In interpersonal relations

slide 15

Regulatory actions provide the ability to manage cognitive and learning activities through setting goals, planning, monitoring, correcting one's actions and assessing the success of assimilation. Provide a consistent transition to self-government and self-regulation in educational activities provide the basis for future professional education and self-improvement

slide 16

Regulatory actions ensure that students organize their learning activities Goal-setting, as setting a learning task Planning - determining the sequence of intermediate goals, taking into account the final result Forecasting - anticipating the result and the level of assimilation Control in the form of comparing the result with a given standard in order to detect deviations and differences Correction - making the necessary additions and adjusting the plan and method of action Evaluation - highlighting and understanding what has already been learned and what is still to be learned Elements of volitional self-regulation as the ability to volitional effort

slide 17

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

slide 18

Cognitive actions General educational sign-symbolic, logical, actions of setting and solving problems, independent selection and formulation of a cognitive goal, search and selection of the necessary information, application of information retrieval methods modeling and model transformation Selection of the most effective ways problem solving Universal Analysis of objects in order to highlight features (essential, non-essential) Synthesis, as a compilation of a whole from parts Comparison Serialization Classification of objects Construction of a logical chain of reasoning, evidence Solving problems of a creative and search nature

slide 19

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

slide 20

Communication activities Planning educational cooperation with a teacher and peers (determining the purpose and functions of participants, ways of interaction) Asking questions - proactive cooperation in the search and collection of information Conflict resolution - identifying alternative ways to solve a problem - the ability to negotiate Partner behavior management - control, correction, evaluation of actions partner The ability to express one’s thoughts with sufficient completeness and accuracy Possession of dialogic and monologic forms of speech

slide 21

The development of a system of universal educational activities is carried out within the framework of the normative-age development of the child's personal and cognitive spheres. Mastering universal learning activities by students creates the possibility of independent successful assimilation of new knowledge, skills and competencies based on the formation of the ability to learn. This possibility is ensured by the fact that universal learning activities are generalized activities that generate a broad orientation of students in various subject areas of knowledge and motivation for learning.

slide 22

“In order to improve the results of education in terms of developing the abilities and skills of students as subjects of cognition, there is no need to introduce any new subject into the curriculum or somehow radically change the content of existing ones. curricula. The way of teaching must be changed." Academician of the Russian Academy of Education Lazarev V. S. How to develop universal learning activities?

slide 23

When we want to convey some course of action to students, we need to: put students in a situation where they need to do something, but they do not know how; develop together with them the criteria (method) for evaluating the result; give them the opportunity to build a mode of action; ensure the correct evaluation of the result; analyze the causes of discrepancies between the required and actual results (identify the shortcomings of the implemented method); develop together with them the “correct” way of action (lead them to it); re-solve the problem (perform an action)

Evstropova Svetlana Alexandrovna,

teacher of social science at Evpatoria College of Building Technologies and Services

WHAT IS UUD AND WHY DO THEY NEED

Modern society is characterized by the rapid development of science and technology, the emergence of new The pace of knowledge renewal is so high that throughout life a person has to repeatedly retrain, master new professions.

Instead of simply transferring knowledge, skills and abilities from teacher to student, the priority goal is to develop the student's ability to:

Set your own learning goals

Design ways to implement them

Monitor and evaluate your achievements

in other words, the formation of the ability to learn.

Achieving this goal becomes possible due to the formation of a system of universal educational activities (UUD, related concepts - “general educational skills”, “general cognitive actions”, “general methods of activity”, over-subject actions). As the famous parable says, in order to feed a hungry person, you can catch him a fish. And you can do otherwise - teach how to fish, and then a person who has learned to fish will never be hungry.

The mastery of universal learning activities gives students the opportunity to independently successfully master new knowledge, skills and competencies based on the formation of the ability to learn. This possibility is ensured by the fact that UUD are generalized actions that generate motivation for learning and allow students to navigate in various subject areas of knowledge.

Universal learning activities can be grouped into four main blocks:

1) personal;
2) regulatory, including self-regulation;

3) cognitive, including logical, cognitive and sign-symbolic;
4) communicative actions.

Personal actions make learning meaningful, provide the significance of solving educational problems, linking them with real life goals and situations. Personal actions are aimed at understanding, researching and accepting life values and meanings, allow you to orient yourself in moral norms, rules, assessments, develop your life position in relation to the world, people around you, yourself and your future.

Regulatory actions provide the ability to manage cognitive and through setting goals, planning, monitoring, correcting their actions and evaluating the success of assimilation. Consistent transition to self-management and self-regulation in educational activities provides the basis for the future and self-improvement.

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

Communicative actions provide opportunities for cooperation:

the ability to hear, listen and understand a partner, plan and coordinate joint activities, distribute roles, mutually control each other's actions, be able to negotiate, lead a discussion, correctly express one's thoughts, support each other, cooperate effectively with both the teacher and peers .

Consider how UUD were formed in the lesson:

personal actions. The children were asked to explain various situations with whom they meet in everyday life and met in previous lessons. They themselves conducted experiments, observed, drew conclusions. Someone wants to do and that will be the meaning of his life. Someone will change their attitude towards and will take better care of it. And he will teach his children this.

Regulatory actions were formed during planning the stages of the lesson, determining the goals and objectives of the lesson, at the stage of monitoring one's own actions and the actions of comrades (work in a notebook, conducting experiments), as well as when assessing one's own participation and the participation of classmates in the course of work in the lesson.

Cognitive actions were presented at the stage of conducting an experiment, an experiment, working with a textbook, when more important information was chosen.

Communicative actions were manifested at the stage of work in a group, when the children themselves spoke out the rules of behavior in the group, and then tried to adhere to them.

Development of a concept for the development of universal educational activities in the system general education responds to new social demands and the goal of education becomes general cultural, personal and cognitive development students, providing such a key competence as the ability to learn.

Due to the fact that the priority direction of new educational standards is the realization of the developing potential of the general , the urgent task is to ensure the development of universal educational activities as component of the fundamental core of education along with the traditional presentation of the subject content of specific disciplines.

The most important task of the modern education system is the formation of universal educational activities that provide students with the ability to learn, the ability for self-development and self-improvement. All this is achieved through the conscious, active appropriation of social experience by students. At the same time, knowledge, skills and abilities (KAS) are formed, applied and preserved in close connection with the active actions of the students themselves. The quality of knowledge assimilation is determined by the variety and nature of the types of universal actions.

Universal learning activities

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

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

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

In the public mind, there is a transition from understanding the social purpose of the school as a task of simply transferring knowledge, skills and abilities from teacher to student to a new understanding of the function of the school. The priority goal of school education is to develop students' ability to independently set learning goals, design ways to achieve them, monitor and evaluate their achievements. In other words, the formation of the ability to learn. The student himself must become the "architect and builder" of the educational process.

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

So, what do universal learning activities give?

They are:
- provide the student with the opportunity to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, be able to control and evaluate learning activities and their results;

They create conditions for the development of the individual and its self-realization based on the “ability to learn” and cooperate with adults and peers. Ability to learn in adult life provides the individual with readiness for continuous education, high social and professional mobility;

They ensure the successful assimilation of knowledge, skills and abilities, the formation of a picture of the world, competencies in any subject area of knowledge.

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

Personal actions allow to make the teaching meaningful, provide the student with the significance of solving educational problems, linking them with real life goals and situations. Personal actions are aimed at understanding, researching and accepting life values and meanings, allow you to orient yourself in moral norms, rules, assessments, develop your life position in relation to the world, people around you? yourself and your future.

Regulatory actions provide the ability to manage cognitive and learning activities through setting goals, planning, monitoring, correcting one's actions and assessing the success of assimilation. A consistent transition to self-government and self-regulation in educational activities provides the basis for future professional education and self-improvement.

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

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

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

Karabanova O.A.,
doctor of psychological sciences.