"Formation of Universal Learning Activities (UUD) in extracurricular activities." Formation of universal educational activities (UUD) in extracurricular and classroom activities (from work experience) UUD for extracurricular activities

Formation of cognitive UUD in extracurricular activities of younger schoolchildren in the context of the implementation of the Federal State Educational Standard.

The main regulatory legal document that defines extracurricular activities is the federal state educational standard for primary general education.

In the requirements for the structure of the main educational program of primary general education, it is determined that extracurricular activities are organized in the areas of personality development (sports and recreation, spiritual and moral, social, general intellectual, general cultural), including through such forms as excursions, circles, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, search and scientific research, socially useful practices, etc.

Extracurricular activities, as well as the activities of students within the framework of the lessons, are aimed at achieving the results of mastering the main educational program. But first of all, it is the achievement of personal and metasubject results. This also determines the specifics of extracurricular activities, during which the student not only and even not so much has to learn how to learn how to act, feel, make decisions, etc.

A general education school should form an integral system of universal knowledge, skills, and experience of independent activity and personal responsibility of students, i.e. key competencies that determine the modern quality of the content of education.

Working on the topic: “Formation of cognitive UUD in younger students,” I decided that in extracurricular activities I would work to improve cognitive abilities. Taking a special course “Young wise men and smart girls. Development of cognitive abilities.

The program of this courserepresents the systemintelligence visually developing classes for primary school students.

The relevance of the choice is determined by the following factors:

on the basis of diagnostic facts, students have poorly developed memory, stability and concentration of attention, observation, imagination, speed of reaction.

Development of knowing mental abilities And general educational skills , but not assimilation fundamentallythThe purpose of the proposed course is precisely development some specific knowledge and skills.

Features of the organization of work .

Each lesson is 35 minutes long. During classes, the child develops developed forms of self-awareness, self-control and self-esteem. 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 to younger students.

Most of the time in the classroom is taken up by independent decision.childrensearch tasks. As a result, children developability to act independently, make decisions, managemanage yourself in difficult situations.

Each lesson isbrainstorming solving a certain type of problem. At this stage, children formsuch an important qualityas awareness of one's own actions, self-control, possiblythe ability to give an account of the steps taken in solving problems of any difficulty.

At each lesson, after independent work,collective verification of problem solving. This form of work createsconditions for the normalization of self-esteem in all children, andnamely: increasing self-esteem in children who are well developedyou are thought processes, but the educational material is assimilated inclass is bad due to the lack of, for example, attention. Other children may experience low self-esteem because theyacademic success is dictated mainly by diligence andtediousness,

The course uses tasks of varying complexity, soOlder children, by participating in classes, can feel confident inon their own (for such students, tasks are selected thatwhich they can solve successfully).

Rbaby in these classesyakh himself evaluates his successes. This creates a special positiveemotional background: looseness, interest, desire to learn how to perform the proposed tasks.

Assignments are structured in such a way that one type of activity is replaced by another, various topics and forms of presentation of material actively alternate during the lesson. This allows you to make the work dynamic, rich and less tiring.

The task system implements the “spiral” principle, that is, returning to the same task, but at a higher level of difficulty. Tasks for each of the topics can be included in any classes of another topic as a reinforcement. The topics studied are repeated in the next academic year, but are given with the complication of the material and the tasks to be solved.

For classesdevelopededucational kit consisting of the following tutorials:

a) two workbooks for students on a printed basis;

b) a methodological guide for the teacher, which sets outThis is one of the possible options for working with tasks, placednym in notebooks.

In the process of completing each task, almost all cognitive processes develop, but each time the emphasisdone on one of them. With this in mind, all taskscan be easily divided into several groups:

    tasks for the development of attention;

    tasks for the development of memory;

    tasks to improve the imagination;

    tasks for the development of logical thinking.

Basic principles of material distribution:

1) consistency: tasks are arranged in a certain order;

2) the principle of "spiral": every 7 lessons, tasks are repeatedrush;

3) the principle of "from simple to complex": tasks graduallybecome more complicated;

4) increase in the volume of material;

5) increasing the pace of task completion;

6) change of different types of activity.

Thus, the mainthe purpose of training is to expand the zone of proximal development of the child and its consistent transfer into a direct asset, that is, into the zone of actual development.

As a result of the work,

Cognitive UUD:

    Navigate your system of knowledge:differnew from already known with the help of a teacher.

    Make a preliminary selection of information sources:navigate in the textbook (on the spread, in the table of contents, in the dictionary).

    Get new knowledge:findanswersanswer questions using the textbook, your own life experience and information received from the teacher.

    draw conclusionsas a result of the joint work of the whole class.

    Process the received information:compare And groupsuch mathematical objects as numbers, numerical expressions, equalities, inequalities, flat geometric figures.

    Convert information from one form to another: compose mathematical stories and tasks based on the simplest mathematical models (subject, drawings, schematic drawings, diagrams); find and formulate a solution to the problem using the simplest models (subject, drawings, schematic drawings, diagrams).

In grade 1, it is possible to achieve the results of the first level and partially the second.

Self-assessment and self-control - the student's definition of the boundaries of his "knowledge of ignorance", his potential, as well as the awareness of those problems that have yet to be solved in the course of the activity.

I have just begun work, but the results are already visible. At the beginning of the 1st grade, everyone performed the tasks under the guidance of a teacher, and now 7 students are already working independently and helping others. In the process of work, you can see how interesting and exciting it is for the children in the classroom.

A lot of attention is paid to health. Each lesson begins with "brain gymnastics" Corrective gymnastics for the eyes is also carried out.

V.A. Sukhomlinsky wrote that "the origins of the abilities and talents of children are at their fingertips." So here's a great way to develop the muscles of a child's hand - these are graphic dictations. Therefore, in the process of working with graphic dictations, attention, visual memory, fantasy are formed, inner speech and creative abilities develop.

The leading task of the teacher is to encourage and support the independence of children in finding a solution. The goal of teaching a child is to enable him to develop further without the help of a teacher.

Formation of universal educational activities in extracurricular activities

Done: Primary school teacher

Naprienko O.A.

year 2012

Universal educational actions are generalized actions that open up the possibility of a broad orientation of students, both in various subject areas, and in the structure of educational and extracurricular activities themselves, including students' awareness of its target orientation, value-semantic characteristics.

Universal learning activities can be grouped into four main blocks: 1) personal; 2) regulatory; 3) cognitive; 4) communicative actions.

The goals of universal learning activities:

To develop a culture of communication;

Cultivate love and respect for others;

To bring together and unite the children's team;

To develop adequate self-esteem in schoolchildren;

To teach the analysis of one's own actions and deeds;

Teach action planning

Develop students' oral language;

Develop creative abilities;

To instill interest in reading additional literature and publications

According to the requirements of the Federal State Educational Standard of primary general education, extracurricular activities are organized in the areas of personality development (sports and recreation, spiritual and moral, social, general intellectual, general cultural).

For the organization of extracurricular activities, forms other than training sessions can be used.

  • Studio
  • Section
  • Club
  • Union
  • Optional
  • Scientific society
  • Conference
  • Gathering
  • A game
  • Competition
  • Tournament
  • Meeting
  • Concert
  • Spectacle
  • Practice (field, social)
  • Excursion
  • cultural trip
  • tourist trip
  • Subbotnik
  • landing
  • other forms

Including extracurricular activities, it may include individual lessons of a teacher with children requiring psychological, pedagogical and correctional support (including individual lessons in the production of oral speech, handwriting and writing, etc.), individual and group consultations for children of various categories, etc.

The directions of extracurricular activities should be considered as a meaningful guideline in the construction of appropriate educational programs. Each of the designated areas can be implemented using any of the proposed types and forms of activity individually and in a complex way (it is possible to combine all components when developing a specific program of extracurricular activities).

Specific programs of extracurricular activities are an integral part of the main educational program of an educational institution. The program structure includes: goals and objectives, expected results, resource provision, content of work, action plan, terms and forms of control.

Programs of extracurricular activities independently compiled by teachers must be submitted in writing, adopted by the decision of the pedagogical council of the educational institution.

Education at school should go only through the joint activity of adults and children, children with each other, in which the only possible appropriation (and not just recognition) of values ​​by children. At the same time, education in principle cannot be localized or reduced to any one type of educational activity; it must cover and permeate all types of educational (within the boundaries of different educational disciplines) and extracurricular activities.

This is how the question is posed in the new Federal State Educational Standard of General Education, where extracurricular activities of schoolchildren are given special attention, space and time in the educational process.

The types and directions of extracurricular activities of schoolchildren are closely interconnected. For example, a number of areas coincide with the types of activities (sports and recreation, cognitive activities, artistic creativity). The military-patriotic direction and project activities can be implemented in any of the types of extracurricular activities. They represent meaningful priorities in the organization of extracurricular activities. Socially useful activity can be objectified in such types of extracurricular activities as social creativity and labor activity. Therefore, all areas of extracurricular activities must be considered as a meaningful guideline.

One of the main directions and value bases of education and socialization of students is the education of a value attitude to nature, to the environment - environmental education.Where I would like to stop.The state of physical and spiritual health of a person depends on the state of the environment. Ecological education and upbringing of the initial forms of ecological culture of children begins with their understanding of elementary relationships in nature, the development of initial practical skills of humane-creative and emotional-sensory interaction with natural objects of the immediate environment. The education of ecological culture is a direct connection with the subject of the world around, which contributes to the formation of meta-subject results.

Participation in various environmental activities contributes to the formation of universal learning activities (UCA), i.e. contributes to the self-development and self-improvement of the child through the conscious and active appropriation of new social experience.

Environmental campaigns (“Feed the Birds”; “In Defense of a Green Friend”; “Clean Coast”, etc.) contribute to the formation of:

Personal UUD, i.e. form the ability to assess life situations, correlate actions and events with accepted ethical principles; independently determine and express the simplest rules of conduct common to all people; make a choice about what action to take. For example, the attitude of a person to our green forest beauty, to complicity and all possible assistance in feeding birds, making birdhouses, preserving rare plants, etc.

Regulatory UUD (goal setting, planning, self-regulation). This is setting a learning goal, drawing up an action plan, overcoming obstacles.

Cognitive general educational UUD: search and selection of the necessary information; statement and formulation of the problem. For example, children already know that birds need winter feeding, but they do not always know what kind of food is needed for certain types of birds.

Communicative UUD: planning educational cooperation, asking questions, mastering modern means of communication, the ability to convey one's position to others, the ability to negotiate and respect the position of another. For example, when planning together, preparing speeches, making posters, etc.

Creative environmental competitions contribute to the formation of:

Cognitive logical UUD: analysis of objects in order to highlight features, synthesis - making the whole out of parts; converting information from one form to another. For example, in order to draw an animal or write a story, a fairy tale about it, you need to know its appearance, life features, habits, differences from others, etc.

Communicative UUD - proactive cooperation in the search and collection of information.

Ecological puppet shows contribute to the formation of:

Cognitive general educational UUD: the ability to model, semantic reading.

Logical UUD: generalization, comparison.

Communicative UUD - the ability to perform different social roles.

Here it is important to get used to the role, to convey the features of the character by voice, gestures, behavior, interaction with others, etc. Puppet shows contribute to the acquisition of basic knowledge of ecology in a simple, unobtrusive way. This provides communication between children, causes positive emotions, stimulates the activity of the child.

Research activity contributes to the familiarization of schoolchildren with the study of the nature of their native land, its cultural and historical past, a careful attitude towards objects and phenomena of the surrounding world, etc.

Project activity. The method of projects in environmental education opens up new opportunities for transferring the educational process into the real environment of the life of society. So, in cooperation, dream and practice, the ecological culture and social activity of the younger generation develop.

These types of activities make it possible to form personal, regulatory, cognitive, and communicative universal learning activities. They are based on a way to achieve a didactic goal through a detailed development of the problem, which should end in a very real practical result.

Respect for nature is made up of little things, of everyday communication with it, and even the smallest citizen must be aware of the responsibility for his attitude to nature.

Thus, we can say that the formation of educational universal actions can also take place through extracurricular activities.

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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.

educational extracurricular student language

Introduction

Chapter 1. General characteristics of universal learning activities

1.1Functions of universal learning activities

2 Types of universal learning activities

1 Organization of extracurricular activities of younger students

Conclusion

Applications

Introduction

The formation of universal educational activities of junior schoolchildren in the Russian language involves the development of initial ideas about the unity and diversity of the linguistic and cultural space of the Russian Federation.

As well as the formation of concepts about language as the basis of national identity, students' understanding that language is a phenomenon of national culture and the main means of human communication, awareness of the importance of the Russian language as the state language of the Russian Federation, the language of interethnic communication and other UUD.

It is difficult to solve these problems by means of only lesson activities, for which the resources of extracurricular activities are used.

Extracurricular activities within the framework of the implementation of the Federal State Educational Standard of the IEO should be understood as educational activities carried out in forms other than classroom.

It is aimed at achieving the planned results of mastering the basic educational program of primary general education.

The purpose of this work is to study the formation of universal educational activities of younger students in extracurricular activities in the Russian language.

Tasks of this work:

Give a description of the UUD, consider their types and functions;

Consider the extracurricular activities of younger students in the Russian language as a means of forming universal educational activities.

Object of study: universal learning activities.

Subject of study: means of forming UUD in extracurricular activities in the Russian language.

Research method: theoretical analysis of the literature on the problem.

The course work consists of an introduction, two chapters, a conclusion, a list of references and an application.

Chapter 1. General characteristics of universal learning activities

.1 Functions of universal learning activities

Under the universal educational activities in the Concept of Federal State Standards of General Education is understood "... the totality of the student's actions that ensure his cultural identity, social competence, tolerance, the ability to independently acquire new knowledge and skills, including the organization of this process."

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

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

General educational universal actions:

independent selection and formulation of a cognitive goal;

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

action with sign-symbolic means (substitution, coding, decoding, modeling - transformation of an object from a sensual form into a model, where the essential characteristics of the object (spatial-graphic or sign-symbolic) are highlighted);

the ability to structure knowledge;

the ability to adequately, consciously and arbitrarily build a speech statement in oral and written form;

selection of the most effective ways of solving problems depending on specific conditions;

reflection of the methods and conditions of action, control and evaluation of the process and results of activities;

semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose;

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

The development of universal educational activities is ensured by the assimilation of educational content and the formation of the student's psychological abilities.

The implementation of the activity approach in education, the application of which is explicitly oriented by the requirements of the Federal State Educational Standard, is carried out in the course of solving the following tasks:

determining the main results of training and education in terms of the formation of personal qualities and universal educational activities;

constructing the content of academic subjects and education with a focus on essential knowledge in certain subject areas;

determining the functions, content and structure of universal educational activities for each age/level of education;

highlighting the age-specific form and qualitative indicators of the formation of universal educational activities in relation to the cognitive and personal development of students;

determining the range of academic subjects within which specific types of universal educational activities can be optimally formed and in what form;

development of a system of typical tasks for diagnosing the formation of universal educational activities at each of the stages of the educational process.

The criteria for assessing the formation of UUD in students are:

compliance with age-psychological regulatory requirements;

compliance of properties of universal actions with predetermined requirements.

Age-psychological standards are formulated for each type of UUD, taking into account the stages of their development.

The following properties of actions are evaluated:

the level (form) of the action;

completeness (expansion);

reasonableness;

consciousness (consciousness);

generality;

criticality and mastery

The formation of universal educational activities in the educational process is determined by three complementary provisions:

the formation of universal educational activities as the goal of the educational process determines its content and organization.

the formation of universal learning activities occurs in the context of mastering different subject disciplines.

Universal educational activities, their properties and qualities determine the effectiveness of the educational process, in particular the assimilation of knowledge and skills; formation of the image of the world and the main types of student competencies, including social and personal competence.

Universal learning activities perform the following functions:

Ensuring the student's ability to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, control and evaluate the process and results of activities;

Creation of conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuous education;

ensuring the successful assimilation of knowledge, the formation of skills, abilities and competencies in any subject area.

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

1.2 Types of universal learning activities

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

The main types of universal learning activities include personal, regulative (including self-regulation activities), cognitive, communicative UUD.

Personal UUD provide a value-semantic orientation of children (the ability to correlate actions and events with accepted ethical principles, knowledge of moral norms and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships.

Regulatory UUD ensure the organization of educational activities (goal setting as setting a learning task based on the correlation of what is already known and learned by the student, and what is still unknown;

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

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

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

assessment - the selection and awareness by the student of what has already been learned and what is still to be mastered, awareness of the quality and level of assimilation.

volitional self-regulation as the ability to mobilize forces and energy; the ability to make an effort of will - to make a choice in a situation of motivational conflict and to overcome obstacles.

Cognitive LE includes general educational, logical and problem-solving skills.

General Education Skills:

the ability to adequately, consciously and arbitrarily build a speech statement in oral and written speech, conveying the content of the text in accordance with the purpose (detailed, concisely, selectively) and observing the norms of text construction (corresponding to the topic, genre, style of speech, etc.);

statement and formulation of the problem, independent creation of activity algorithms in solving problems of a creative and exploratory nature;

action with sign-symbolic means (substitution, coding, decoding, modeling)

Logic skills:

comparison of specific sensory and other data (in order to highlight identities / differences, determine common features and make a classification);

identification of concrete-sensory and other objects (for the purpose of their inclusion in a particular class);

analysis - selection of elements and "units" from the whole; division of the whole into parts;

synthesis - the compilation of a whole from parts, including independently completing construction, replenishing the missing components;

seriation - ordering of objects according to the selected base.

Communicative UUD provide social competence and conscious orientation of students to the positions of other people (first of all, a partner in communication or activity), the ability to listen and engage in dialogue, participate in a collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults;

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

posing questions - proactive cooperation in the search and collection of information;

conflict resolution - identification, identification of the problem, search and evaluation of alternative ways to resolve the conflict, decision-making and its implementation;

partner behavior management - control, correction, evaluation of partner actions;

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

From the point of view of information activity, sign-symbolic UUD are backbone for all other types of UUD, since they all refer to information, sign-symbolic models.

Thus, the achievement of the ability to learn involves the full development of all components of learning activity by students, which include: cognitive and learning motives, learning goal, learning task, learning activities and operations (orientation, transformation of material, control and evaluation). The ability to learn is an essential factor in increasing the effectiveness of students mastering subject knowledge, the formation of skills and competencies, the image of the world and the value-semantic foundations of personal moral choice.

Chapter 2

1 Organization of extracurricular activities of younger students

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

Educational program of primary general education.

Contracts with institutions of additional education.

Regulations on extracurricular activities.

Regulations on the "Portfolio of an elementary school student".

Job description of the deputy director for educational work at the primary level of education.

Job description of a primary school teacher.

The model for organizing extracurricular activities is presented in Appendix 1.

Tasks of extracurricular activities:

Formation of positive communication skills;

Development of skills for organizing and implementing cooperation with teachers, peers, parents, older children in solving common problems;

Education of diligence, ability to overcome difficulties, dedication and perseverance in achieving results;

Development of a positive attitude towards basic social values ​​(person, family, Fatherland, nature, peace, knowledge, labor culture);

Deepening the content, forms and methods of employment of students in their free time;

Organization of information support for students;

Improving the material and technical base.

Principles of organization of extracurricular activities:

continuing additional education as a mechanism for ensuring the completeness and integrity of education as a whole;

systemic organization of management of the educational process, taking into account the socio-cultural characteristics of the gymnasium, development programs;

diversifying 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 activity, including collective discussion, group, pair work);

individual learning activities (including independent work using additional information sources);

game play (including the highest types of play - dramatization play, director's play, play by the rules);

creative (including artistic creativity, designing, forming an idea and implementing 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:

Sports and recreation;

Spiritual and moral;

general cultural;

Social.

Forms of organization:

section of the school scientific society,

psychological training,

literary association,

studio, workshop,

olympiad,

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


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;

expanding 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 socially active, 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 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:

encountering 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 obtained data;

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.

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;

perform 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 goal-setting and planning;

search and selection of relevant information and assimilation of the necessary language knowledge;

practical application of school knowledge in various, including non-standard, situations;

introspection 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.

Conclusion

The universal learning activities of junior schoolchildren in the Russian language are formed not only in class activities, but also in extracurricular activities, using various forms and methods.

In this work, the following tasks were solved:

The characteristic of UUD is given, their types and functions are considered:

universal educational activities were defined by the second generation of the Federal State Educational Standards and have been included in the educational activities of the school since 2009. The content section of the main educational program of each stage of general education in the school should include a program for the development of universal educational activities. There are 4 types of universal learning activities: personal, cognitive, communicative, regulatory;

The extracurricular activities of junior schoolchildren in the Russian language are considered as a means of forming universal educational activities with an example of the work of the "Young Linguist" circle-laboratory, 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.

Extracurricular activities in the Russian language at school pursue the same goal as the lessons of the Russian language, but its tasks are much broader. It should contribute to the development of students' independence, creative initiative, more durable and conscious assimilation of the material studied in the lesson, improve the skills of linguistic analysis, and raise the level of language development of schoolchildren. They can be successfully completed only if the specific methodological principles of its organization are observed and if its content is successfully determined. The teacher must take into account the psychological characteristics of younger students, which will help him in the future not only competently build the educational process, but also contribute to the best possible assimilation of the educational material.

List of used literature

1. "On the Approval and Enactment of the Federal State Educational Standard of Primary General Education": Order of October 6, 2009 No. 373 // Bulletin of Normative Acts of Federal Executive Authorities of March 22, 2010 - No. 12

Grigoriev D.V. Extracurricular activities of schoolchildren. Methodological constructor: a guide for the teacher / D.V. Grigoriev, P.V. Stepanov. - M.: Education, 2010. - 145 p.

Danilyuk A.Ya. The concept of spiritual and moral development and education of the personality of a citizen of Russia. Educational edition. Series "Standards of the second generation" / A.Ya. Danilyuk, A.M. Kondakov, V.A. Tishkov. - M .: OJSC "Publishing House" Prosveshchenie "", 2009. - 455 p.

Ermakova O.B. Extracurricular activities in the first grades of elementary school in accordance with the requirements of the Federal State Educational Standard / O.B. Ermakova // Pedagogical technologies. - 2012. - No. 2. - pp. 3-8

Entertaining grammar / Comp. E.G. Burlakov, I.N. Prokopenko. - Donetsk: PKF "BAO", 1997. - 512 p.

How to design universal learning activities in elementary school: from action to thought: a teacher's guide / [A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others]; ed. A.G. Asmolova - M.: Enlightenment, 2008

Kolosova M.V. Formation of universal educational actions of younger schoolchildren in extracurricular activities / M.V. Kolosova // Management of the quality of education: theory and practice of effective administration. - 2015. No. 2. - pp. 69-75

Merkulova T. Universal educational action "comparison" - a simple task with a complex solution / T. Merkulova // Elementary School. - 2013. - No. 12. pp. 49-51

Pavlova V.V. Diagnostic qualities of cognitive universal educational actions in elementary school / V.V. Pavlova // Primary school. - 2011. - No. 5. - pp. 26-31

Podlasy I.P. Pedagogy of elementary school: a textbook for students of pedagogical colleges / I.P. Sneaky. - Moscow: VLADOS, 2000. - 399 p.

Problems and prospects for the implementation of the Federal State Educational Standard in an educational organization: [at 6 hours] / Regional. autonomous educational institution of environments. prof. education Astrakhan Social and Pedagogical College. - Astrakhan: Publishing house of OAO SPO ASPK, 2014. - 99 p.

Solomatina L.S. Teaching the creation of written texts of various types in the context of the transition to the Federal State Educational Standard of Primary General Education / L.S. Solomatina // Primary school. - 2010. - P.14 -22

Trubaychuk L.V. Extracurricular activities in the Russian language as a means of forming the functional language literacy of younger schoolchildren / L.V. Trubaychuk // Primary school plus before and after. - 2013. - No. 7. - pp. 78-81

GEF in the practice of elementary school work: / Regional Autonomous Educational Institution "Astrakhan Social and Pedagogical College". - Astrakhan, 2014. - 66 p.

Formation of universal educational activities in basic school: from action to thought. Task system: teacher's guide / [A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others]; ed. A.G. Asmolov. - M.: Enlightenment, 2010. - 433 p.

Kutiev V.O. Extracurricular activities of schoolchildren. - M., 2003. - 152 p.

D.V. Grigoriev, P.V. Stepanov: Extracurricular activities of schoolchildren. methodical constructor. M.: Education, 2011. - 224 p.

Kazarenkov V.I. The relationship between classroom and extracurricular activities of schoolchildren. // Pedagogy. - 2003. - No. 3. - 127 p.

Kovalev V.I. Book N.M. Shansky at the lessons and extracurricular activities in the Russian language / РЯШ. - 2003. - No. 3. - S. 29.

Applications

Attachment 1

Model for organizing extracurricular activities

Appendix 2

Map of achievement of personal and meta-subject results in the first grade

Annex 3

The use of activity-type technologies for the formation of certain types of UUD:

Cognitive UUD: Technology of problem learning.

Technology for the development of critical thinking through reading and writing.

Technology of educational research A.I. Savenkova

Regulatory UUD: Technology of the activity method of teaching.

project method.

Communicative UUD: Technology of the activity method of teaching.

project method.

Extracurricular activities as an aspect of the formation of universal educational activities of schoolchildren

Annotation.Extracurricular activities in the implementation of the Federal State Educational Standard of primary, basic general education are understood as educational activities carried out in forms other than classroom activities, and aimed at achieving the planned results of mastering the educational program. Extracurricular activities at school realize educational goals, use the forms and methods of educational work with students, solve the problems of socialization of the individual and are a component of the educational system of the school. Extracurricular activities are organized in grades 1-4, 5-7 in accordance with the federal state educational standard for primary, basic general education.

In a broad sense, the term "universal learning activities" (ULA) means the ability to learn, that is, 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.

Keywords:extracurricular activities, universal educational activities, personal universal educational activities, regulative universal educational activities, cognitive universal educational activities, communicative universal educational activities, information and communication technologies(ICT).

Personal universal educational actions are called actions that allow the individual to single out socially demanded tasks as significant.

Personal UUD is divided into 3 components of the block:

The first block is self-determination.

The formation of personal universal actions in a schoolchild occurs through the formation of a number of tasks of self-determination: "I know ..."; "I can..."; "I'm creating..."; "I aim to...".

One of the directions in self-determination of the student's personality is self-esteem, which must be formed by the time of entering the school and is diagnosed when determining individual readiness for schooling.

The next direction in the personal definition is the actions that are associated with the formation of the identity of the student's personality. The internal position of the student is one of the manifestations of identity, the adoption of a new role, a new status, a positive attitude towards school and changes in the external environment.

The second block is meaning formation.

The meaning and motives of the teaching are of great importance. One of the most important tasks of the school is the formation and development of the student's ability to set learning goals and determine the motives for achieving them. This is facilitated by conversations about school, academic success and the widespread use of ICTs.

The third block is moral and ethical assessment.

Personal UUDcontribute to the development of the ability to compare their actions with the ethical and moral standards accepted in modern society, the development of the ability to evaluate their behavior and actions, contribute to the understanding of moral norms: mutual assistance, truthfulness, honesty, responsibility, installation on a healthy and safe lifestyle.

Task No. 1 "Introspection Chair"

When performing tasks, attention and observation develop. The guys learn to analyze the situation, compare, prove, convince and be more tolerant towards each other. Completing this task allows each student to compare how much his classmates' idea of ​​him coincides with his own opinion about himself.

Age: 10-15 years old.

Material: sheets for writing, pens.

Description of the task: At the first stage of the task, the teacher recommends that students write short phrases on a piece of paper that characterize themselves. In front of the blackboard is a "study chair". Each student, in order, takes a seat in a chair. Classmates give their characteristics to the person sitting on the chair, and he, in turn, checks to what extent his opinion about himself coincides or does not coincide with the opinion of his classmates.

Lesson analysis. Students answer the questions: what did you like? What difficulties did you experience? Who is more difficult to evaluate - yourself or others? Did you learn something new about yourself (about your classmate)?

Homework. Run the drawing "My rays" at home. Draw the sun with many rays. Each sunbeam in the figure is a reflection of a certain characteristic of the student.

Task number 2 "The box of the future"

Purpose: students' awareness of their qualities and motives, the formation of personal and communicative reflection.

When performing tasks, attention and observation develop. The guys learn to analyze the situation, compare, prove, convince and be more tolerant towards each other.

Age: 10-15 years old.

The form of the assignment: a group game of students under the guidance of a teacher.

Material: envelopes, sheets for writing, pens.

Description of the task: one of the students leaves the class. The remaining classmates name the positive qualities of the outgoing student, which help him in communicating with other people, and the negative qualities that prevent him from building friendships, which he needs to work on in order to get rid of them. The qualities are written on the board in 2 columns. Then they invite the student who has left and introduce him to what is written on the board. The student, having analyzed the opinion of classmates, gives his assessment and answers the question: What would you like to change in yourself based on the results of work in a group? How are you going to do it? The student writes the answers to these questions on a piece of paper and places it in an envelope. Envelopes with answers are signed and sent to the "Box of the Future". After a certain period of time (from 1 to 6 months), the "Box of the Future" is unpacked and an analysis is made of the planned actions and those committed by students over a given time.

The organization of educational activities of students is provided regulatory actions. These include:

1. Goal-setting - setting a learning task based on the correlation of what is already known, learned, and what is still unknown to students.

2. Planning - drawing up a plan and sequence of actions; determining the order of intermediate goals, taking into account the final result.

3. Forecasting the result, the level of assimilation of knowledge and its temporal characteristics.

4. Control in the form of correlating the method of action and its result with a given standard in order to identify deviations and differences from the standard.

5. Correction - making the necessary changes to the plan and method of action in the event that differences from the standard, actual action and result are found.

6. Evaluation - awareness of the quality and level of assimilation of knowledge.

7. Self-regulation as the ability to mobilize forces and energy, to volitional effort and to overcome difficulties.

Task number 1 "Guess the definition."

Age: 10-15 years old.

Description of the task: students are asked to guess the word according to its description. A necessary condition is an explanation of the progress of the task.

The state of the body, all functional systems of which fully perform their functions (Health)

Human behavior aimed at strengthening immunity, preventing diseases and creating a satisfactory state of health (Healthy lifestyle).

A system of knowledge aimed at ensuring safety in the production and non-production environment, taking into account the human impact on the environment(Life safety).

Task number 2 "Define a proverb"

Purpose: enriching the vocabulary of students and the grammatical structure of speech.

Age: 10-15 years old.

The form of the assignment: frontal or individual under the guidance of a teacher.

Quest Description: What proverbs, sayings are encrypted here? Explain the meaning.

The gift is not discussed, but what is given is accepted.

(They do not look at a given horse's teeth)

In any team, not everyone can be good, there will definitely be a bad person.

(Every family has its black sheep)

You need to learn throughout your life, acquiring new knowledge, life experience and wisdom.

(Live and learn)

If a person saves where it should not be done, then later such savings will cost him much more.

(Miser pays twice)

In any case, if you want to get the desired result, you must definitely try and make efforts. (You can’t even pull a fish out of the pond without labor).

Cognitive universal learning activities include:

1. Universal general educational activities, which are divided into:

- independent selection and formulation of a cognitive goal;

- search and selection of the necessary information; application of information retrieval methods, also using ICT:

- changing an object from a sensual form into a model, highlighting the main characteristics of the object and transforming the model in order to determine the general laws that distinguish this subject area;

- the ability to structure knowledge;

- semantic reading as the concept and acceptance of the purpose of reading and the choice of the type of reading, depending on the purpose; selection of information from the listened texts of various genres; highlighting the main and secondary information; free orientation and perception of texts of different styles;

2. Universal logical actions, including:

- analysis of objects in order to highlight the main and secondary features;

- synthesis as a compilation of a whole from several parts;

- choice of grounds and criteria for comparison and classification of objects;

- summing up under concepts, deducing consequences;

- finding causal relationships,

- building a logical connection of reasoning,

Proof;

- formulation of hypotheses and their justification.

3. Actions for setting and solving problems.

Task number 1 "Choosing an excursion"

Purpose: formation of the ability to carry out empirical research. Age: 11-15 years old.

Description of the task: students are invited to choose an excursion during the holidays. The problem is the choice of an interesting excursion for everyone. The preparatory stage is the organization of the collection of information, the choice of the main sources of information about various types of excursions in the city. The main stage is the collection of information about different types of excursions from different positions (cost, excursion time, schedule - start time, end time, etc.). Comparison of types of excursions according to different indicators with the choice of the most suitable options. Discussion. Summarizing. Formulation of conclusions.

Task number 2 "People next to you."

Purpose: formation of the ability to carry out empirical research.

Age: 12-13 years old.

Form of assignment: work in groups of 4-5 people.

Description of the task: Students are invited to analyze the "neighboring" environment of people, using the following questions: how many children, adults, children of preschool and school age live in their house (entrance), the number of women and men, working and non-working, pensioners and students, and also professions of working people. At the main stage, information is collected and analyzed according to the indicators reflected in the questions, compared with data obtained in other venues. Discussion. Summarizing. Formulation of conclusions.

Communicative universal learning activities express social competence and consideration of the position of another person, a partner in communication or activity, the ability to listen and engage in dialogue, participate in a collective discussion of problems, more successfully enter the peer environment and build constructive interaction and cooperation with peers and adults.

The formation of communicative and interaction skills among schoolchildren leads to an increase in the quality of the educational process.

In the context of universal educational activities, communication is considered as a semantic aspect of communication and social interaction, which includes:

· the student's need to communicate with adults and peers;

· possession of verbal and non-verbal means of communication;

· positive attitude to the process of interaction;

· orientation to the interlocutor;

· the ability to listen to a communication partner.

Communicative universal learning activities are considered from several positions:

- Communication as interaction implies communication with partners in joint activities or the exchange of information, as well as the ability to act taking into account the position of another and be able to coordinate their actions.

- Communication as cooperation is the organization and planning of educational cooperation with a teacher and peers, group work (including situations of educational cooperation and project forms of work) and adherence to moral, ethical and psychological types of communication and cooperation.

- Communication as a condition of internalization points to speech actions as a means of regulating one's own activity.

Task number 1 "Building the future together."

Purpose: formation of the ability to make decisions and be responsible for them, listen to the opinions of others, analyze them, change one's point of view, if necessary.

Age: 10-15 years old.

Form of assignment: frontal under the guidance of a teacher.

Description of the task: students are invited to unite in groups of 5-6 people and create a project in which everyone can have unlimited opportunities, power and funding. The group is looking for answers to the following questions: "Improving the life of mankind", "saving the environment from the impact of civilization." A certain amount of time is given to complete the task. In the course of the lesson, you need to respect the opinion of the interlocutor. If a person uses his experience, giving some examples, it is necessary to give him the opportunity to feel that he is right, to try to look at the world through his eyes. If someone does not agree with the interlocutor, because he believes that he has a better solution to this issue, then we must try to agree, come to a consensus.

Task number 2 "Traveling around the countries."

Purpose: to develop the ability to think critically and solve problems.

Age: 10-15 years old.

Form of assignment: frontal under the guidance of a teacher.

Description of the task: the completion of this task contributes to the understanding of the spiritual values ​​and cultures of various nationalities. The children learn to influence the way of thinking of their classmates, appreciate the importance of the diversity of ideas and approaches to solving problems, and gradually master the skills of effective interaction. The class is divided into several teams, each representing a specific country of their choice. In a team, students get an excellent opportunity to express different opinions and participate in discussions. Each team tries to show the peculiarity, originality of the country and the people it represents, to reflect its uniqueness and originality. Other teams are trying to understand the reasons for precisely such living conditions and the characteristics of a given nationality. Each team performance is considered from several positions. Then the characteristics of each country are recorded in a table. Later, when the tables of each country are filled in and the answers of the representatives of the countries are heard, the participants try to find those values ​​that are unchanged and do not depend on the country, on nationality. The next stage of the game is a discussion. Freedom of expression creates the atmosphere necessary for successful practice. As a result, the guys get to know each other and themselves better.

1. Order of the Ministry of Education and Science of the Russian Federation of October 6, 2009 No. N373 "On the approval and implementation of the federal state educational standard for primary general education"

2. How to design universal learning activities in elementary school: from action to thought: a teacher's guide / [A. G. Asmolov, G. V. Burmenskaya, I. A. Volodarskaya and others]; ed. A. G. Asmolova. - M.: Education, 2008. - 151 p.

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