A.A. VOLKOVA
Primary school teacher
FORMATION OF PERSONAL UNIVERSAL LEARNING ACTIONS in extracurricular activities.
Currently, the information society requires a person who is ready for independent action and decision-making. The tasks of the school are: “teach to learn”, “teach to live”, “teach to live together”, “teach to work and earn” (from the UNESCO report “Into the New Millennium”).
Primary education today should ensure the development of cognitive motivation and interests of students, form the foundations of moral behavior that determines the relationship of the individual with society and other people. A feature of the content of modern primary education is the formation of universal educational activities in personal, communicative, cognitive, regulatory spheres that provide the ability to organize independent activity. Universal learning activities are generalized actions that open up the possibility of a broad orientation of students, both in various subject areas and in the structure of the learning activity itself, including students' awareness of its target orientation, value-semantic and operational characteristics.
Let us dwell on one of the types of universal learning activities - personal. When entering school, personal universal learning activities determine individual readiness for schooling, as well as an idea of oneself, knowledge of who I am, what qualities I have, what is priority for me, what is most important. In other words:
– what is good in me and what is bad (personal qualities, character traits);
What do I want (what goals do I set);
– what can I do (the idea of my capabilities);
– what I do with pleasure and what I don’t (what motives do I pursue);
– what I do well and what not (my results, the most notable achievements).
One of the components is the development of self-esteem, which is necessary as a basic component and must be formed when entering school. On a personal level, it is important to understand what gender group you belong to, about the family role, about the social role and accepting these roles. Awareness of ethnicity and cultural identity, the formation of the foundations of civic identity: a sense of belonging to the affairs of the country, pride in their homeland, their people, the history of their country.
At the stage of primary education, the development of personal universal learning activities takes place in extracurricular activities. A separate part of the curriculum is extracurricular activities carried out in the afternoon.
Formation universal training activities (UUD)
in extracurricular and classroom activities
(from work experience)
At present, the school still continues to focus on learning, bringing into life a trained person - a qualified performer, while today's information society asks for a trained person, capable of self-study and relearn many times throughout life, ready for independent action and decision-making. In other words, the school must the child: “teach to learn”, “teach to live”, “teach to live together”, “teach to work and earn”(from the UNESCO report "Into the new millennium").
I work on the teaching materials "Perspective Primary School". Main idea of this WCU is the optimal development of each child on the basis of pedagogical support for his individuality (age, abilities, interests, inclinations, development) in the conditions of specially organized educational activities, where the student acts either as a learner, or as a teacher, or as an organizer of the educational situation . The system of tasks of different levels of difficulty, the combination of the child's individual learning activities with his work in small groups and participation in club work make it possible to provide conditions under which learning goes ahead of development, i.e. in the zone of proximal development of each student. What a student cannot do individually, he can do with the help of a classmate or in a small group, And what is difficult for a particular small group becomes understandable in the process of collective activity. A high degree of differentiation of questions and tasks and their number allow the younger student to work in the conditions of his current development and create opportunities for his individual advancement.
A feature of the content of modern primary education is not only the answer to the question of what the student should know, but also the formation of universal educational activities in personal, communicative, cognitive, regulatory areas that provide the ability to organize independent learning activities. Primary education today is the foundation for the formation of the educational activities of the child. It is the initial stage of schooling that should provide cognitive motivation and interests of students, the student's readiness and ability to cooperate with the teacher and classmates, form the foundations of moral behavior that determines the relationship of the individual with society and people around him. While the task of basic general education is to develop and improve those universal educational activities that will be laid down in elementary school.
Universal learning activities- these are generalized actions that open up the possibility of a broad orientation of students, both in various subject areas and in the structure of the educational activity itself, including the awareness by students of its target orientation, value-semantic and operational characteristics.
In a broad sense, the words "universal learning activities" mean self-development and self-improvement through conscious and active appropriation of new social experience.
The main goal of my pedagogical activity is the formation of a self-developing personality, that is, a personality who wants and knows how to learn.
The primary school teacher needs to form in the younger student the readiness and ability for self-development, i.e. universal learning activities.
One of the effective methods of forming UUD is group work, which implies a high degree of independence, initiative of students, forms the development of social skills of schoolchildren in the process of group interactions.
In this regard, the organization of group work of students is a special pedagogical task of the teacher. The interaction "teacher - a group of children acting together" is the initial form of educational cooperation in the classroom.
I started working in groups with the development of ground rules. My students and I came to the conclusion that should be achieved:
full attention to a classmate;
serious attitude to the thoughts, feelings of others;
tolerance, friendliness
no one has the right to laugh at the mistakes of a comrade, because everyone has the "right to make a mistake."
All students took an active part in the discussion of these rules. In the process of completing this task, students formed universal learning activities in personal (basic values: patience, kindness, mastering the role of a student, forming interest in learning), communicative (participation in dialogue), cognitive (answered simple questions from the teacher), regulatory ( work according to the instructions that they themselves have developed) areas.
Mastering universal educational actions by students takes place in the context of different educational subjects. It is quite obvious that there is no strict gradation for the formation of a certain type of UUD in the process of studying a particular subject, and cannot be. However, a shift in emphasis is possible. In some topics, great attention may be paid to the formation of some types of UUD, in others - to the formation of others. But in general, in the modern lesson, all four types of universal learning activities are being formed.
From the first minute of the lesson, students are included in the organization of their educational activities (regulatory UUD) These include:
Goal-setting, as setting a learning task (How would you like to see our lesson? What qualities do you need to show in order to get such a lesson?) Then, having solved the puzzles, students independently formulate the topic of the lesson.
Conducting a lesson on the world around us in grade 1 on the topic “Why is it raining and the wind is blowing?” when studying new material, students are given a new problem (communicative UUD) to choose the correct statements about the moon. Do you think it can rain on the moon? After the assumptions of the students, the joint discovery of the new begins.
Why is it raining on Earth? Each of the guys thinks differently, but experience helps us choose the right answer (experiment with commenting is being carried out).
What am I doing? (heat water)
What in nature heats water? (Sun)
The sun is the strongest source of heat in nature.
What do you think will happen if the steam comes into contact with a cold object?
Let's check if it is? (showing)
Why did droplets form?
Why is it raining?
Thus, the guys independently made a conclusion and compared it with the conclusion of scientists (reading the conclusion in the textbook). The children took an active part in the experiment. At this stage of the lesson, UUD developed in all areas:
Personal (formation of interest)
Regulatory (using the simplest items to conduct the experiment)
Cognitive (observed and drew conclusions, worked with a textbook)
Communicative (participated in a dialogue, answered questions, listened to and understood the speech of others)
It is important to note such a universal educational action as reflection. Reflection by students of their actions presupposes their awareness of all components of educational activity.
Take your drop and put it on a black cloud if you were bored in class.
And, if you were interested in today's lesson, put your drop on a blue cloud.
A separate part of the curriculum is extracurricular activities carried out in the afternoon. The main directions are:
Sports and recreation activities
Artistic and aesthetic activity
Scientific and educational activity
Military patriotic activity
Public benefit activity
Project activity
For its organization, various forms are used: excursions, circles, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, competitions, search and scientific research, socially useful practices.
In my work, I use project activities, which serve as a continuation of the lessons in the subjects studied in elementary school.
I started this work in the alphabetical period. The project task was set to make a trip "From Slovoretsk to Zvukovograd". The work was carried out in groups.The assignments were different.
Exercise 1
Groups are given helper cards, divided into 3 parts;
Hall number 1
subject
Hall number 2
action
Hall number 3
sign
cards with printed words (each word on a separate card):
pencil
step
blossom
clear
flower
beautiful
an Apple
smart
lunch
Note
It is interesting to see if the children will put questions to the words to determine their lexical meaning.
Help each word find its boat. Glue a picture that matches the word on the sail of the desired boat.
The introduction of a new generation standard into the practice of elementary school work allows teachers to form universal learning activities not only in the classroom, but also in extracurricular activities.
The purpose of organizing extracurricular activities is to create conditions for younger students to achieve the best results in mastering the main educational program.
The creation of a comfortable educational environment contributes to the formation of the personal characteristics of a primary school student, described in the standard as "Portrait of a Primary School Graduate", which are based on the result of the formed universal educational activities (UUD) and spiritual and moral education and development.
The competence of teachers in the field of achievement by younger students of meta-subject and personal results of mastering the main educational program of primary general education;
Implementation of the system-activity approach in extracurricular activities;
The use by teachers of effective methods aimed at the spiritual and moral development and education of students;
The current model for monitoring extracurricular activities.
Legal framework for organizing extracurricular activities
1. Educational program of primary general education.
2. Contracts with institutions of additional education.
3. Regulations on extracurricular activities.
4. Regulations on the "Portfolio of an elementary school student".
5. Job description of the deputy director for educational work at the primary level of education.
6. Job description of a primary school teacher.
The model for organizing extracurricular activities is presented in Appendix 1.
Tasks of extracurricular activities:
1. formation of positive communication skills;
2. development of skills for organizing and implementing cooperation with teachers, peers, parents, older children in solving common problems;
3. education of hard work, ability to overcome difficulties, dedication and perseverance in achieving results;
4. development of a positive attitude towards basic social values (person, family, Fatherland, nature, peace, knowledge, work, culture);
5. deepening the content, forms and methods of employment of students in their free time;
6. organization of information support for students;
7. improvement of the material and technical base.
Principles of organization of extracurricular activities:
Continuous additional education as a mechanism for ensuring the completeness and integrity of education as a whole;
Systematic organization of the management of the educational process, taking into account the socio-cultural characteristics of the gymnasium, development programs;
Diversified directions and forms of organization of extracurricular activities;
Interaction with institutions of additional education, culture and sports; unity and integrity of partnership relations of all subjects of additional education;
Development of the individuality of each child in the process of social self-determination;
Meeting the needs of students and their parents;
Optimal use of the academic and vacation periods of the academic year;
Implementation of the possibilities of educational and methodological kits used in the educational process.
Activities for younger students:
Educational cooperation (collectively-distributed educational activities, including collective discussion, group, pair work);
Individual educational activities (including independent work using additional information sources);
Game (including the highest types of play - dramatization game, director's game, game by the rules);
Creative (including artistic creation, design, conception and implementation of socially significant initiatives);
Labor (self-service, participation in socially useful work, in socially significant labor actions);
Sports (mastering the basics of physical culture, acquaintance with various sports, experience in participating in sports competitions);
Self-government activities (participation in the life of a children's organization);
Free communication (self-presentation, training, discussion, conversation).
Directions of extracurricular activities:
1. sports and recreation;
2. spiritual and moral;
3. general intellectual;
4. general cultural;
5. social.
Forms of organization:
School Scientific Society Section,
psychological training,
literary association,
Studio, workshop,
Olympics,
Sport section.
Conditions for the implementation of the program of extracurricular activities:
Design and implementation of work programs for extracurricular activities;
Staffing;
Methodological support;
Logistics.
Technologies for organizing extracurricular activities
The use of activity-type technologies for the formation of certain types of UUD:
Monitoring of extracurricular activities
The purpose of monitoring research is to create a system for organizing, collecting, processing and disseminating information that reflects the effectiveness of the modernization of extracurricular activities and additional education according to the following criteria.
Expected results:
Creation of optimal conditions for the development and recreation of children;
Expansion of opportunities for the creative development of the student's personality, the realization of his interests;
Creative self-realization of children;
Formation of skills of collective and organizational activity;
Psychological comfort and social security of each child;
Preservation of the image of the school as a socially active one, development of school traditions;
Formation of a single educational space;
Development of student self-government at all levels;
Active, mass participation in ongoing targeted programs and projects at various levels;
Using the potential of open educational space.
Thus, the creation of conditions for the achievement by younger students of the best results in the development of the main educational program and the formation of universal educational activities is the goal of organizing extracurricular activities.
Maps for achieving personal and meta-subject results in the first grade are presented in Appendix 2.
2 .2 Extracurricular activities of younger schoolchildren in the Russian language as a means of forming universal educational activities
The Federal State Educational Standard for Primary General Education (FSES IEO) defines the relevance of the concept of "functional literacy", which is based on the ability to set and change the goals and objectives of one's activity, plan, monitor and evaluate it, interact with the teacher and peers in the educational process, act in situations of uncertainty. Sufficiently large requirements at the present stage are imposed on the formation of functional literacy of a younger student, which creates the optimal level of language and speech development for primary language education, provided by cognitive, communicative, value-semantic, informational and personal competencies.
Naturally, it is impossible to solve this problem by means of lesson activity alone. It is necessary to use extracurricular activities for the formation of functional language literacy. The program interprets it as a personality-oriented interaction between the teacher and the child, the purpose of which is to ensure the conditions for the development of the child, his formation as a person during the school years.
In this regard, we can consider the activity in the primary school of the work of the circle-laboratory "Young linguist", which is based on educational and research activities. This activity is aimed at personal development, the acquisition of a functional skill in the study of language as a universal way of mastering reality, the activation of a personal position, when students can independently acquire new knowledge. The role of the teacher is to organize educational and research activities, create a creative atmosphere, provide motivation, initiate and implement pedagogical support for children, accompany them.
When designing the research activity of junior schoolchildren in the Russian language, the model of the following type can be considered the most acceptable:
Facing a language problem;
Activity planning;
Collection of scientific facts on the problem;
Experimentation, practical application of the acquired language knowledge;
Conclusions based on the analysis and generalization of the data obtained;
Analysis and self-assessment of their own activities.
Let us give an example of the organization of educational and research activities in the study of phraseological units in the laboratory "Young Linguist" in the 3rd grade.
Any activity begins with a motive, which acts as an incentive to action. At the same time, students discover the limits of their own ignorance. Students face a problem that needs to be solved. The motive for the study of phraseological units was the situation when, while studying literary works in literary reading lessons and while reading at home, children encountered expressions that were incomprehensible to them. Similar expressions were heard from many adults. There were difficulties in understanding what was read or heard.
Thus, the younger schoolchildren were faced with the task of studying the expressions unfamiliar to them - phraseological units - accepted in the Russian language.
Research activity, including educational, involves the development of hypotheses. In this case, the hypothesis was as follows: having studied set expressions, understanding their meaning, one can not only better understand works of art and people around, but also enrich one's speech.
When planning educational and research activities, children would be asked to answer the questions "What do I want to know about phraseological units? and" Why do I need to know this?
Answers to the first question showed what children want to know
Meaning, meaning of widespread phraseological units;
The history of the emergence of set expressions in the Russian language;
The role of phraseological units in the Russian language, as well as to explore phraseological units in other languages and compare them with Russian ones.
The answer to the second question involves the practical use of acquired knowledge.
The largest part of the work on any creative or research topic is the search for information, or the collection of scientific language facts. The success of such an activity directly depends on whether the younger student is able to search for the necessary information and process it.
In this regard, the teacher has a very important task: to acquaint students with the information storage system and teach them how to quickly search for and process information. Today there are alternative sources of information: library databases, educational, scientific and fiction literature, Internet databases.
The collection of scientific facts in the study of phraseological units would be organized in the form of presenting a system of tasks to students.
Task 1. Among the expressions you have, select those that seem familiar to you, but you do not fully understand their meaning or do not understand at all.
For this task, the children would form groups of about 5 people. Each group would use their own set of phraseological units as they completed the task, exchanging cards with each other.
Thus, students would be placed in the conditions of educational cooperation, when it is necessary to share their own experience with their comrades.
Task 2. Distribute all the marked expressions among the members of the group. Find their meanings.
To complete this task, it is advisable to form small interest groups, approximately 3 people each. The work on determining the values of set expressions would be organized in a computer class using Internet resources. To do this, the addresses of sites would have been selected in advance, taking into account their safety for children. After completing the task, the children would be able to exchange the information received, reading out the expressions they liked the most.
Thus, the implementation of these tasks would help expand the vocabulary of students, develop the ability to work with a dictionary, dictionary entry, develop communication skills, as well as improve the information and communication competencies of schoolchildren. As a result, small dictionaries of phraseological units would be obtained, which could then be printed out and used in the lessons of the Russian language and literary reading.
Task 3. What are phraseological units? How did they originate in Russian?
Group work again. To answer questions, they could use linguistic dictionaries, articles, encyclopedias, write out what seemed important and significant to them. To exchange the information found and discuss the information received, the students would record them on a common sheet, arranging them in a logical order. Thus, knowledge of phraseological units would deepen, children would learn to work with information, highlighting the necessary and discarding the secondary, the formation of skills of educational cooperation would continue, i.e. students learned to learn.
Functional literacy, in addition to the ability to learn, also implies a tolerant, respectful attitude towards other peoples and their cultures. We believe that one of the conditions for the formation of a functionally literate linguistic personality is the ability to build a dialogue of cultures that allows you to have a conversation with society. This means that a person is able to understand the views of representatives of different cultures, times and ages, distinguishing between his own and others' points of view; refer to texts of a different culture when solving educational problems; treat with understanding a different image of the world in the works of a different culture.
In order to form a respectful attitude towards the languages of other peoples, children would be asked to look for phraseological units in other languages, compare them with stable expressions of the Russian language. So, it is possible to organize work to search for phraseological units in the languages of the peoples inhabiting our country, or to turn to the languages of the peoples living in the neighborhood of Russia. First of all, we would turn to the national composition of the class, and also explore the language that children learn in foreign language lessons (English).
Phraseological units from different languages would be compared, as a result of which the children would come to the idea of the originality of the phraseology of each language, that it reflects values, ideals, people's ideas about the world, about their lives. Thus, the attitude towards the language as a cultural value is formed.
When studying the role of phraseological units in the Russian language, linguistic observation and a linguistic experiment would be used. For example, students would be given the task at home to pick up works of art in which phraseological units are found. Further, in one of the laboratory classes in these works, schoolchildren would find, underline and write out phraseological units, explaining their meanings, replacing set expressions with ordinary words and comparing the resulting texts.
Source text
Once I was with him on a short leg. But one day he (he got up on his left foot, or what?) Climbed to me to fight. I'm home with all my legs! Barely took his legs! But now not a foot to him. He won't have my leg anymore!
Changed text
Once I was friends with him. But one day he (was in a bad mood, or what?) Started to fight with me. I quickly ran home! Escaped with difficulty! But now I don't go to him. And I will never visit him again!
Students conclude that phraseological units are needed for the expressiveness of speech, its figurativeness, brightness and accuracy.
Phraseologisms are often used in folk tales and children's poems.
Here are some examples:
They say mom
Hands are not simple.
They say mom
Golden hands.
I'll look carefully
I'll take a closer look.
I stroke my mother's hands
I don't see gold.
(M. Rodina)
Early in the morning mama
I sent my son to class.
She said: "Don't fight
Don't tease, don't tease
Hurry up, it's time.
Well, no fluff or feathers!"
An hour later, barely alive,
The rooster goes home.
Barely hobbles
He's from the schoolyard
And on it, in fact
There is no fluff or feather.
(V. Orlov)
Watching phraseological units in literary texts, younger students practice finding them, recognizing them, joining the culture, see examples of expressing emotions with the help of phraseological units.
The position in education "knowledge for the sake of knowledge" is a thing of the past. Its place is taken by another: knowledge must be able to apply in life to solve practical problems. This means that research work provides for the presence of not only a theoretical, but also a practical part, experimentation, and the use of knowledge in practice.
You can offer children a variety of creative tasks:
Compose a story or fairy tale using phraseological units you like;
Make drawings that reflect the direct meaning of phraseological units;
Compose and solve a crossword puzzle; write a report, take an interview;
Come up with a fantasy story or mystical thriller.
As an example, we can cite the story that was composed by the third grader Daniel K.:
Ivan, who does not remember kinship
There lived a boy. His parents loved and cared for him very much. The boy loved to play hockey. When he grew up, he did not want to bury his talent in the ground and left with the team for another city.
Parents missed the boy very much, and he kept putting off the trip home. He behaved like a two-faced Janus: in telephone conversations he kept promising to come, but he did not keep his promises.
Probably, the boy thought only of himself and did not care about his parents. After all, you do not need to be seven spans in the forehead to remember your loved ones.
Based on the analysis and generalization of the conducted educational and research work, the students, together with the teacher, formulate conclusions. In the course of work, students begin to understand and perceive phraseological units as a manifestation of the richness of the Russian language. They come to the realization that set expressions enrich our speech, make it figurative, vivid, emotional and include phraseological units in their speech. In addition, children learn to write scientific articles and reports, speak with them, and publish them in a school magazine.
At the end of the session, we would conduct an analysis and self-assessment of our own activities in terms of the personal contribution of each participant to the work done, if this is a collective activity, and in terms of personal significance in individual work.
Thus, through the organization of educational and research activities outside school hours, the following UUDs are formed in the Russian language for younger students:
Ability to set goals and plan;
Search and selection of relevant information and assimilation of the necessary language knowledge;
Practical application of school knowledge in various, including non-standard, situations;
Self-analysis and reflection;
Development of communicative competence.
All this contributes to the formation of a functionally literate language personality of a younger student and an increase in its level.
Formation of UUD in classroom and extracurricular activities
One of the most important transformations in the system of general education is the introduction of federal state educational standards for general education of a new generation (hereinafter referred to as GEF), dictated by the need to prepare graduates for life in a high-tech competitive world.
In a broad sense, the term "universal learning activities" means the ability to learn, i.e. the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower (actually psychological) sense, this term can be defined as a set of student's ways of action (as well as related learning skills) that ensure his ability to independently acquire new knowledge and skills, including the organization of this process.
Universal educational activities provide the stages of assimilation of educational content and the formation of the student's psychological abilities.
As part of the main types of universal educational activities, dictated by the key goals of general education, four blocks can be distinguished:
personal(self-determination, meaning formation, moral and ethical assessment);
regulatory(goal setting, planning, forecasting, control, correction, evaluation, volitional self-regulation ) ;
communicative(planning educational cooperation, posing questions, resolving conflicts, managing the behavior of a partner, the ability to express one's thoughts);
cognitive(general educational ( independent selection and formulation of a cognitive goal, search and selection of the necessary information, selection of the most effective ways to solve problems depending on specific conditions, etc..), brain teaser ( analysis, synthesis, establishment of cause-and-effect relationships, etc..), actions of setting and solving the problem ( problem formulation; independent creation of ways to solve problems of a creative and exploratory nature)). However, these blocks do not stand apart from each other, they are closely interconnected, which can be represented as the following model:
How to organically integrate universal learning activities into the educational process?
Thus, the conceptual idea of the formation of UUD in students, adopted in the educational system, is as follows: universal learning skills are formed in the same way as any skills. And the formation of any skill in schoolchildren goes through the following stages:
Idea of action, primary experience and motivation.
Acquiring knowledge about how to perform an action.
Training in the application of knowledge, self-control and correction.
Controlling the ability to perform an action.
Consequently, the student goes through the same path in the formation of universal actions.
The basis for solving this educational problem is learning based on an activity approach. It involves the activity of students, when knowledge is not transferred by the teacher in a finished form, but is built by the students themselves in the process of their cognitive activity. Teaching turns into cooperation - the joint work of the teacher and students in mastering knowledge and solving problems. In the studies of many teachers and psychologists, it is emphasized that the originality of thinking, the ability to cooperate, the creativity of schoolchildren are most fully manifested and successfully developed in activities, and activities that have a research orientation. This is especially true for elementary school students, since it is at this time that learning activity becomes the leading one and determines the development of the child's basic cognitive features. Research interest is a personality trait inherent in a child to a particularly strong degree. During this period, forms of thinking develop, which ensure the further assimilation of the system of scientific knowledge and the development of scientific, theoretical thinking. Here the prerequisites for self-orientation are laid, both in teaching and in everyday life.
The main goal of my pedagogical activity is the formation of a person who wants and knows how to learn.
The primary school teacher needs to form in the younger student the readiness and ability for self-development, i.e. universal learning activities. For this, conditions must be created.
So, what are the conditions that ensure the formation of the foundations of the ability to learn and the ability to organize their activities in younger students?
The first condition for the successful formation of UUD is the pedagogical competence of the teacher.
How to learn to set goals yourself, plan activities, predict results, control, adjust and evaluate your activities? And most importantly, how to convince yourself of the need to return to awareness, understanding and evaluation of your own pedagogical experience again and again? Undoubtedly, this can only be learned through interaction with colleagues: to be ready to perceive innovative experience, to understand the need for self-education and self-improvement, to be able to cooperate with colleagues, sharing their experience and adopting the experience of other teachers.
The second condition for the successful formation of UUD is the inclusion of students in active learning activities, the correct organization of which consists in the fact that the teacher, relying on the need and readiness of schoolchildren to acquire knowledge, is able to set a learning task for them on a certain material, skillfully organizes the process of students fulfilling educational tasks. actions (goal setting, planning, forecasting, control, correction, evaluation).
How do I do it?
I do not present new knowledge to students in a ready-made form, but I organize the learning process in such a way that they obtain this knowledge in the process of their own educational and cognitive activity, understanding and accepting the system of its norms;
I take into account the age-related psychological characteristics of the development of children;
I create a friendly atmosphere in the organization of educational interaction;
I form in students the ability to make an analytical choice and adequate decision-making in a situation of choice;
I create conditions for students to acquire experience in creative activity;
I offer the student the opportunity to master the content of education at the maximum level for him and at the same time ensure his assimilation at the level of the state standard of knowledge.
The WAYS in which I implement this condition are as follows:
TECHNOLOGY OF PROBLEM DIALOGUE (according to E. L. Melnikova), which is based on a system-activity approach and provides the basis for the independent successful assimilation of new knowledge, competencies, types and methods of activity by students. At the same time, the formulation of the educational problem and the search for a solution are carried out by students in the course of a dialogue specially organized by the teacher.
In my work, I rely on the fact that if active forms of work using active learning technology are used in the classroom, then the creative abilities of students will be developed at a higher level, as interest in the subject will increase, key competencies will be formed, and the quality of knowledge in subjects will improve.
I have a relentless creative search, I model the lesson, taking into account everything to the smallest detail, using the experience of leading teachers and my own creativity. I enrich the content of subjects by introducing additional material. I teach how to work with additional literature: dictionaries, encyclopedias, reference books.
Using elements of adaptive learning technology allows me to vary learning, master new lesson structures, which forms students' ability to work independently, exercise mutual control and self-control.
Also, an effective method of forming UUD is group learning, which involves a high degree of independence, initiative of students, forms the development of social skills of schoolchildren in the process of group interactions. Why do I find this method effective? I started working in groups with the development of ground rules. We came to the conclusion that should be achieved:
Full attention to a classmate;
Serious attitude to the thoughts, feelings of others;
Tolerance, friendliness
no one has the right to laugh at the mistakes of a comrade, because everyone has the "right to make a mistake."
All students took an active part in the discussion of these rules. Joint performance of tasks: parsing a word or sentence in a Russian language lesson, solving a mathematical problem, etc. - attracts children because their communicative actions are allowed and even encouraged: children can consult with each other, suggest, argue,
prove - i.e. act naturally, relaxed, "not like in a lesson"
The use of ICT makes the learning process for children more exciting and interesting. Children get more opportunities to develop logical and algorithmic thinking, imagination and knowledge of the world.
The third condition for the successful formation of UUD is diagnostics.
In my class, I diagnose the level of formation of the components of educational activity, which allows us to talk about the level of formation of regulatory UUD in the light of the new Federal State Educational Standards.
Task types:
For the formation of personal universal learning activities, the following types of tasks can be offered:
Participation in projects;
Summing up the lesson;
Creative tasks;
Self-assessment of the event, incident;
Achievement diaries;
For the formation of cognitive universal educational activities, the following types of tasks are appropriate:
- "find differences" (you can set their number);
- "what does it look like?";
Search for superfluous;
- "mazes";
ordering;
- "chains";
ingenious solutions;
Drawing up schemes-supports;
Work with various types of tables;
Compilation and recognition of diagrams;
Working with dictionaries;
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;
- looking for mistakes
CONOP (control survey on a specific problem).
For the formation of communicative universal educational actions, the following types of tasks can be offered:
Compose a task for a partner;
Feedback on the work of a friend;
Group work on compiling a crossword puzzle;
- "guess who we are talking about";
Dialogue listening (formulation of questions for feedback);
- "prepare a story ...", "describe orally ...", "explain ...", etc.
How do I form the UUD on the main subjects?
Mathematics (UUD)
In elementary school, this subject is the basis for the development of cognitive actions in students, primarily logical, including sign-symbolic,
as well as such as planning (chains of actions for tasks), modeling, differentiation of essential and non-essential conditions, development of computational skills.
Mathematics is of particular importance for the formation of a general technique for solving problems as a universal educational action.
In tasks with incomplete conditions, children, on the basis of their everyday experience, must enter the missing information.
Another kind of logical analysis is used in tasks where knowledge of arithmetic operations, components of operations and their relationships is required.
Russian language (UUD)
Working with text opens up opportunities for the formation of logical actions of analysis, comparison, and the establishment of cause-and-effect relationships.
Orientation in the morphological and syntactic structure of the language, mastering the rules of the structure of words and sentences, the graphic form of letters ensures the development of sign-symbolic actions
Substitutions (for example, the sound of a letter),
Modeling (for example, the composition of a word by drawing up a diagram)
Model transformations (word modifications).
Literary reading (UUD)
Provides the formation of the following universal training activities:
meaning formation through tracing the "fate of the hero" and the student's orientation in the system of personal meanings;
self-determination and self-knowledge based on the comparison of "I" with the heroes of literary works through emotionally effective identification;
emotional and personal decentration based on identifying oneself with the heroes of the work, correlating and comparing their positions, views and opinions;
the ability to understand contextual speech based on the reconstruction of a picture of events and actions of characters;
the ability to arbitrarily and expressively build contextual speech, taking into account the goals of communication, the characteristics of the listener;
the ability to establish a logical causal relationship of events and actions of the heroes of the work;
the ability to build a plan with the allocation of essential and additional information.
UUD becomes a source of internal development of the student, the formation of his creative abilities and personal qualities.
Characteristics of the results of the formation
| Personal UUD | Regulatory UUD | Cognitive UUD | Communicative UUD |
|
| 1. Appreciate and accept the following basic values: "kindness", "patience", "homeland", "nature", "family". 2. Respect for your family, for your relatives, love for your parents. 3. Master the roles of the student; formation of interest (motivation) in learning. 4. Evaluate the life situations and actions of the heroes of literary texts from the point of view of universal human norms. | 1. Organize your workplace under the guidance of a teacher. 2. Determine the purpose of completing tasks in the classroom, in extracurricular activities, in life situations under the guidance of a teacher. 3. Determine the plan for completing tasks in the classroom, extracurricular activities, life situations under the guidance of a teacher. 4. Use the simplest instruments in your activities: a ruler, a triangle, etc. | 1. Navigate the textbook: determine skills that will formed on the basis for studying this section. 2. Answer simple questions find the information you need in textbook. 3. Compare items, objects Find common and difference. group items, objects based on essential features. retell in detail read or heard; define | 1. Participate in dialogue in the classroom and in life situations. 2. Answer the questions of the teacher, classmates. 2. Observe the simplest norms of speech etiquette: say hello, say goodbye, thank you. 3. Listen and understand the speech of others. 4. Participate in a pair. |
It should also be noted that the standards of the new generation include hours for extracurricular activities of younger students in the basic curriculum, which can be used, among other things, to organize their research activities.
Of course, the development of universal educational activities should not be limited only to research activities, but it may well become one of the conditions for the formation of UUD of younger students.
With the aim of developing the intellectual, creative, organizational abilities of schoolchildren, acquiring social experience by them, creating conditions that maximize these abilities of students through the organization of extracurricular activities of students.
Research to identify the interests and inclinations of students (wishes of parents, analysis of students' interests);
A school-wide program of extracurricular activities (a set of educational programs of various types was determined, a curriculum for extracurricular activities was drawn up);
Programs of extracurricular activities of class teachers; (developed by us and are copyright).
Schedule of extracurricular activities.
What I expect from extracurricular activities:
After analyzing the results, I came to the conclusion that the use of the modern technologies and methods described above leads to stable results.
The level of knowledge of students in subjects has increased markedly.
During this period of study, the children's interest in learning activities increased.
Of course, I, a primary school teacher, cannot say that my graduates have fully formed all the components of their learning activities. But with such an organization of the educational process, they lay a solid foundation for its successful formation in the main school: an internal need and motivation to learn new things, the ability to learn in a team environment, and self-confidence. The child has the opportunity to realize his abilities, he learns to live in society.
Briefly about other forms of learning activities:
Project activity
Work on projects harmoniously complements class-lesson activities in the educational process and allows you to work on obtaining personal and meta-subject results of education in more comfortable conditions for this, not limited by the time frame of individual lessons.
The focus of projects on the original end result in a limited time creates the prerequisites and conditions for achieving
regulatory metasubject results.
The joint creative activity of students when working on projects in a group and the necessary final stage of work on any project - the presentation (defense) of the project - contribute to the formation of meta-subject communicative skills.
Personal results when working on projects can be obtained by choosing the subject of projects.
Labor activity
Self-service, participation in socially useful work, in socially significant labor actions. Systematic work develops the positive qualities of a person: organization, discipline, attentiveness, observation.
The work of younger students allows the teacher to get to know their individual characteristics better, to find out their creative possibilities, to develop certain abilities. Labor activity allows to form personal universal learning activities.
Sports activity.
Mastering the basics of physical culture, familiarity with various sports, the experience of participating in sports competitions will help to form volitional personality traits, communicative and regulatory actions.
MBOU secondary school them. I.Ya.Filko st. Pavlodolskaya
Report
on the topic:
"Formation of universal learning activities in the classroom and in extracurricular activities"
prepared
primary school teacher
Pavlenko E.V.
Formation of universal educational activities through extracurricular activities
From the experience of the teacher MBOU "Gymnasium No. 5", Kamen-on-Obi Chekalina Elena Sergeevna
2014
"Communication Attack"
In ancient Rome, a beauty show was held annually. The richest women of the city took part in it. There shone CORNELIA GRACCH. She overshadowed many with her beauty and high cost of jewelry. After the death of her husband, she was not seen for a long time, a few years later she again appeared on the podium without a single piece of jewelry.
Cornelia, where are your diamonds? Where are the family jewels?
I'll show you now! - the beauty answered and brought her 12 ... children.
Here are my jewels!
Any mother can say that about her children. And the teacher has jewels - students. If your students are successful, then you have reached your goal.
Today I will share with you the best practices for the formation of UUD through extracurricular activities.
In the context of the introduction of the Federal State Educational Standard, extracurricular activities have acquired a new color and relevance, because it was the standards that fixed the obligation of its organization. Extracurricular activities allow the child to choose an area of interest, develop their abilities. It is worth noting that extracurricular activities are mandatory for the school, and the child has the right to choose.
Why is special attention paid to extracurricular activities in elementary school? At this time, the child takes his first steps in determining his personal interests, looking for himself in society. The school, together with parents, should help him solve this problem, give him the opportunity to try himself in various spheres of life.
The federal state standards of general education are revising the priorities in determining educational results and include the formation of universal educational activities in the main educational programs. The main thing in the development of the child's personality is the ability to learn - to know the world in cooperation with other students and teachers.
On the slide you see 4 groups of UUD. Let's name them according to the criteria.
Blue - educational
Green - regulatory
Yellow - personal
Red - communicative
The formation of universal educational actions: personal, regulatory, cognitive and communicative - in the educational process is carried out in the context of the assimilation of various academic subjects, in extracurricular activities through circle, educational work. The design of the educational program of primary education must be coordinated with the program for the development of universal educational activities.Universal learning activities, their properties and qualities determine the effectiveness of the educational process, in particular the assimilation of knowledge, the formation of skills, the image of the world and the main types of student competencies, including social and personal ones.
Exercise "Snowflake" (why is it different for everyone)
And now we will perform an interesting exercise with you. The main condition is not to look at anyone and listen to my instructions. There is a piece of paper in front of you. All sheets are of the same shape, size, quality, color. Listen carefully and do the following: - fold the paper in half
Fold in half again
Tear off the upper right corner again
Fold the sheet in half
Tear off the top right corner
Continue this procedure for as long as possible. Now open your snowflake. Show them to each other. Look how many wonderful, but completely different and dissimilar snowflakes you got?
And why? How do you think? (all people are different) Therefore, we can conclude that having studied the regulatory documents, exemplary programs of extracurricular activities, we all seem to work in the same way, but at the same time, in our own way.
Circle "Pervorobot"
In the classes of this circle, we worked with the Lego constructor, which is intended for elementary school. The set includes 12 tasks, which are divided into 4 sections, 3 tasks each. All tasks are provided with animation and step-by-step assembly instructions. In each section, students are engaged in technology, assembly and programming of simple models with electric motors. In one of the classes, the theme of which is “Birds”, the following universal learning activities are formed at different stages:
Cognitive - the ability to solve problems and problems. At the beginning of the lesson, through riddles, a heuristic conversation, we find out, expand the knowledge of children about birds,
We determine the topic of the lesson, set goals, learn to work according to the algorithm, exercise control and self-control - this is the formation of regulatory UUD,
The ability to work in a group, in a team, the ability to negotiate, hear and understand a partner is the formation of communicative UUD,
The work on compiling a launch program for this design forms cognitive UUDs.
Designing, programming, research, writing reports, as well as communication in the process of work contribute to the diversified development of students.
Circle "Be healthy"
The program of extracurricular activities in the sports and recreation area "Be healthy!» includes knowledge, attitudes, personal guidelines and norms of behavior that ensure the preservation and strengthening of physical and mental health. This program is a comprehensive program for the formation of a health culture of students, contributing to the cognitive and emotional development of the child. It includes both a theoretical part - the study of useful and bad habits, and a practical part - the organization of outdoor games.Only a healthy child can successfully study, spend his leisure time productively, and become the creator of his own destiny.
To design self-determination learning activities,sense formation, moral and ethical orientationconsidervarious taskson the issues of studying oneself, attitudes to educational activities, we evaluate actions. For example, when studying the topic of winter sports, talking about the Winter Paralympics, we talked about people with disabilities. The guys in this lesson gave a moral assessment of the actions of people who deserve respect. There were statements from the guys that people without legs achieved a lot, it was very difficult for them, and I don’t do exercises in the morning. All this allows the children to think, evaluate themselves, their actions. And even after this session, we continued to follow the results of the Paralympics and cheer for our athletes.
I would especially like to dwell on communicative UUD. The development of communicative universal educational activities in primary school students is an urgent problem, the solution of which is important both for each individual and for society as a whole.
Society is inconceivable without communication. Recently, in science, along with the concept of “communication”, the concept of “communication” has been used. Communication is a broader concept. Communication involves the transfer of information. The content of communication is scientific and worldly knowledge. Communication, according to psychologists, is the ability and skills of communicating with people, on which the success of people of different ages, education, different levels of culture and psychological development, as well as those with different life experiences and different communication abilities depends.
It is in the sphere of communication that a person realizes both his professional and personal plans. Here he receives confirmation of his existence, support and sympathy, assistance in the implementation of his plans and needs.
Therefore, communication skills are the key to the success of the student.
The work of the "Be Healthy" circle helps me develop communication skills in students. These activities help the children to build communication through the game.
If a child chooses a task for himself to prepare and conduct a game, then he develops cognitive UUD
Circle "Design"
When we were offered to choose this direction, it was a little scary. From the 1st grade, it was very difficult to organize a joint educational and cognitive activity with a common goal aimed at achieving a common result. We started with small steps. Parents were brought in to help. For projects, topics that are interesting to children were chosen. “My family”, “Indoor plants are healers”, “Shea and porridge is our food”, the alphabet of proverbs about health. "Birds are our friends"
Cognitive UUD are formed in the preparation of messages, in the process of conversations, speeches,
Regulatory and communicative UUD are formed at all stages of work on the project.
The development of personal UUD can be seen with the participation of children in individual projects. Having performed at the city competition “I am a researcher” and having received a good mark, the guys received not only satisfaction from this work, but also asserted themselves. Speaking to classmates and receiving a positive assessment from classmates, the guys also asserted themselves, gaining confidence in themselves and their abilities, all this allows us to talk about the formation of personal UUD.
Circle "Clever and clever"
The purpose of this circle is: development of cognitive abilities of students on the basis of a system of developmental activities, which means the formation of cognitive UUD.
The absence of marks reduces anxiety and unreasonable anxiety of students, the fear of erroneous answers disappears. As a result, children develop an attitude towards these activities as a means of developing their personality. This course consists of a system of training exercises, special tasks, didactic and educational games. In the classroom, entertaining and easy-to-understand tasks and exercises, tasks, questions, riddles, games, puzzles, crossword puzzles, etc. are used, which is attractive for younger students.
Most of the time in the classroom is spent on independent decision by the children.search tasks.
Thanks to this, children develop the ability to act independently, make decisions, manage themselves in difficult situations.
The course uses tasks of varying complexity, so weak children, participating in classes, can feel confident in their abilities (for such students, tasks are selected that they can solve successfully).
The child in these classes evaluates his own progress. This creates a special positive emotional background: looseness, interest, desire to learn how to perform the proposed tasks.
TOTAL. Thus, UUD is an integral system in which it is possible to single out interrelated and mutually conditioning types of actions:
communicative - providing social competence,
cognitive - general educational, logical, related to problem solving,
personal - determining motivational orientation,
regulatory - ensuring the organization of their own activities.
The formation of UUD is a purposeful, systemic process that is implemented through all subject areas and extracurricular activities.
It is quite obvious that there is no strict gradation for the formation of a certain type of UUD in the course of the work of the circle, and cannot be. However, a shift in emphasis is possible. At the end of my speech, I want to conclude that the formation of universal educational activities is an integral part of the educational process and extracurricular activities. The main thing in the work of a teacher is to find such methods of work that will allow the most effective use of the potential of extracurricular activities in the formation of the ability to learn.
COTTON. the exercise.
Place your right hand on your elbow and turn your palm towards me. Now try to clap with one hand. Well, how? Is it coming out? Why? What is missing? Need a second hand.
I'm ready to give you a second hand. One hand is you, the other is me. Let's try to clap together (take turns clapping: teacher-parent). I noticed that during this process all of you were smiling. It's great! I wish you always smile, be healthy and cheerful.
Speaking about the formation of UUD, this exercise also shows that it is impossible to form them only in the classroom or only in extracurricular activities. UUD are formed both in class and extracurricular activities.
Thanks for attention.
Universal learning activities are generalized actions that open up the possibility of a broad orientation of students, both in various subject areas and in the structure of the learning activity itself, including students' awareness of its target orientation, value-semantic and operational characteristics.
In a broad sense, the words "universal learning activities" mean self-development and self-improvement through the conscious and active appropriation of new social experience.
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