In today's technology-infused society, learning skills and qualities require a lot of effort on the part of both parents and teachers. In view of this situation, a new concept has been introduced into the teaching process. What is UUD? How can you help your child learn to shape their personality from an early age? How important are universal learning activities in modern society? We will try to give answers to these questions.

Definition of LUD

It may not be too difficult for teachers to answer the question of what an ELC is, but parents often do not understand abbreviations and the concept of “universal learning actions” is unfamiliar to them. Many still studied according to the standard scheme created in the USSR. Teachers gave knowledge in the classroom, and the process took place at home. But today the world has changed, which means that the methods of teaching children in educational institutions must also change.

This is the ability to learn, independently develop their abilities, as well as assimilate new knowledge and apply it in practice. In fact, this is the child's ability to self-development and self-improvement. In it is necessary to teach the student to independently set tasks for himself, see the ways to solve them, analyze the information received and draw the right conclusions.

Today, children are well versed in technology, but at the same time they do not think about the elementary rules of behavior. What caused this unbalanced development? Will the new standards introduced in the Russian Federation be able to cope with such a difficult task as raising personalities from young children?

Reasons for changing teaching methods

The 20th century was industrial, and the 21st is informative. Children today are well versed in mobile phones, tablets and computers. The stream of information flows like a river into the still unformed child's psyche. As a result, they are unable to process all the information they receive. As a result, children do not know how to learn, independently conduct research and solve assigned tasks.

In addition, most parents focus on the intellectual development of their children and completely ignore moral and spiritual education. As a result, smart children are not able to develop communication skills and at the same time the desire to learn disappears. Pride, selfishness, and the inability to cooperate with others can be detrimental both in school and in adulthood.

Today it is not fashionable to read books, especially classics. Children are more busy with movies and video games, which are not conducive to the development of mental abilities. Hence, there are difficulties in learning, poor imagination, inability to analyze the material read and think logically.

These are just some of the reasons why a revision of the entire educational system is imminent. That is why the introduction of universal educational actions is required in secondary general education. Examining the four types of ELM will help to better understand what actions will be required of the student.

Personal UUD

Consider the types of UUD that relate to the development of personal qualities. They provide the value-semantic orientation of students, that is, the ability to compare events and actions with existing moral principles and moral norms. Children must learn not to get lost in relationships with others and in social roles. What types of activities are related to this?

• Self-determination. Distinguish between personal, life and professional. The child must grow up as an individual and learn to express his own opinion.
• Meaning formation. Essentially, students should be asking themselves this question: "How important is learning to me?" They need to see the connection between learning and motivation that drives action.
• Moral and ethical orientation. Assessment of the studied material based on social and personal values. Personal choice is given based on moral principles.

Cognitive UUD

They include logical actions, general educational and sign-symbolic. These types of UUD contribute to the development of logical thinking in schoolchildren. What exactly does cognitive action involve?

Logical actions cover the analysis of objects in order to detect certain characteristics, as well as the selection of criteria for the comparison and classification of objects. Finding a causal relationship and building a consistent chain of reasoning is required. Students can present their evidence and hypothesize with personal justification.

General educational activities include: independent determination of a cognitive goal, finding useful information, structuring the knowledge gained. Students should be able to express their thoughts in a meaningful and arbitrary way, both in writing and orally. It is necessary to solve the assigned tasks, finding your own algorithm and solving the problems that have arisen, creatively and with the search for the necessary information.

It is necessary to develop cognitive abilities in schoolchildren with the help of UUD. Math in primary school helps to develop logic in solving problems, while drawing up diagrams. A brief description of the condition of the problem gives the students a certain algorithm, which they can subsequently use when solving more complex options.

Regulatory UUD

Regulatory qualities ensure that students organize their activities. Basically, they need to be able to organize themselves. To do this, you need to learn how to set goals and achieve them. In educational activities, you will need to apply some principles.

Goal setting teaches children to set educational tasks and relate already known material with unfamiliar material. Further planning is required - this means that the student must determine the sequence of actions in solving the received problem, develop a specific plan and follow it. Forecasting will help you see the preliminary result and the degree of absorption, as well as the timeline for obtaining the result.

Monitoring, correcting and evaluating actions will help develop self-control abilities. By controlling and checking his work with the proposed model, correcting his actions in accordance with the correct decision, the child learns to make the right decisions and develop a specific plan of action. Self-regulation is also required - the ability to mobilize one's own strength and overcome the obstacles that have arisen.

Communication qualities

Communicative LUDs provide social awareness and consideration of other people's views on the same issue. Children need to learn to listen and hear others, engage in dialogue and learn to discuss problems that have arisen in a peaceful way, conduct discussions and build mutual relationships with peers and adults.

To cultivate these qualities, the teacher will need to create situations in which cooperation between students is envisaged. For example, you can apply UUD by technology: students are offered joint work on a project, dividing the class into groups. For elementary grades, the following tasks are given: "find the differences in the same objects, performed by different techniques" or "what tools are needed or not needed when performing a certain task." You can think of a lot of tasks, the main thing is that they develop the communication skills of each child in the class.

Federal state standard

For the development of educational skills and personal qualities in children, new standards have been introduced. Federal State Educational Standard "School of Russia" is introduced from September 1, 2011 throughout the territory of the Russian Federation. He makes a number of requirements for the teaching process in schools.

First of all, the requirements are imposed on the formation of the student's personality, and not only on the acquisition of the necessary knowledge and skills. Thus, the system completely abandons the old training program. Secondary general education should shape the personality of the student. The result of learning is personal, meta-subject and subject results.

An integral part of the new standard is the introduction of universal learning activities. For the introduction of new methods, the UUD program was developed. There is a separate textbook for each subject to help teachers develop the required skills.

Along with the acquisition of standard teaching skills and the upbringing of the student's personality, a methodology is introduced to guide younger students in information and communication technologies, as well as to develop the ability to apply them in a knowledgeable manner. How does it look in practice?

Implementation of UUD in academic subjects

Thematic planning with UUD will allow from the very first lessons to see students as individuals with their own abilities. Since the peculiarity of the new standards is not only in the formation of the student's personality, but also in the introduction of modern technologies, the teacher will need good preparation. The requirements include, along with normal traditional writing skills, the introduction of keyboard typing on a computer. This will help the child quickly master new technologies and develop memory, logic and the ability to communicate with peers.

To date, a whole system of textbooks has appeared for the new standards of the Federal State Educational Standard "School of Russia". They passed the federal expertise and received positive feedback from the Russian Academy of Sciences. All textbooks are included in the recommended federal list. They revised the approach to education. The materials explain what UUD is and how to apply it in practice. Under the new standards, textbooks are aimed at developing universal learning activities for students. They also contain a methodology for involving children in the educational process in the study of all school subjects.

Innovations

The UUD program of the school helps teachers to form the given skills in children with the help of modern teaching aids. The textbooks included special tasks that develop the ability of schoolchildren to independently formulate an educational task for a given topic or a specific lesson.

The number of tasks and questions of an educational and fun nature has been increased, as well as for work in groups or in pairs. They help the student to focus on their own point of view and connect existing knowledge with real events.

There are new sections in the textbooks to help reflect on the material learned: “What have you learned. What have we learned ”,“ Let's check ourselves and evaluate our achievements ”. The headings "Our Projects", "Pages for the Curious" and "Express Your Opinion" will help teachers develop the necessary skills in younger students.

UUD by technology

What can be done new and how to include the requirements of modern standards in the teaching process? Skills of experienced teachers will help with this. What is the most important thing to form in primary schoolchildren? UUD based on technology requires the teacher to be attentive to his students.

He will need to develop in children the ability to evaluate their own work, for this, an algorithm for evaluating their work should be developed. In this case, it is important not to compare students with each other, but to show the child's success in comparison with his past work.

The teacher must involve children in the discovery of new knowledge. This will require a joint discussion of what the task is for, how it can be applied in life.

Another point: it is the teacher of technology who is obliged to help the children to master cooperation in the group. This basic communication skill develops only when working together. Here it is necessary to teach children to discuss the set task together, find a collective solution to issues and analyze the result.

For the formation of all kinds of skills, high-quality planning of the ECD will be required, especially with younger students. While the children have not yet learned anything, you can use various methods and tasks. For example, children's favorite game "find the difference." You can indicate the number of differences, or you can have the kids find and share with their classmates themselves.

There are different types of tasks that are aimed at the formation of universal educational actions. For example, participation in projects, summing up the lesson, creative assignments, visual, motor and verbal perception of music.

Grade 3 (FSES) with UUD can already cope with more complex tasks, including ordering, drawing up support schemes, working with different types of tables, correcting "intentional" errors, searching for the necessary information in the proposed sources, mutual control.

To test knowledge, you can use KONOP (quiz for a specific problem), interactive listening, tasks "prepare a story ...", "describe orally ...", "explain ...".

Technology can become a reference point in the development of universal learning activities.

UUD on physical education

It may seem that in such a lesson as physical education, it is impossible to educate moral skills in children. But this is far from the case. New methods of upbringing and development of the correct attitude to one's own health help to use UUD in physical education.

It is the coach who can encourage you to lead a healthy lifestyle. How to develop skills in children through physical education? Let's start with what kind of versatile abilities you can develop.

• First, the child must be able to organize his activities, selectively apply the means to achieve the goal.
• Secondly, to be able to actively cooperate with the team, to join forces with peers to achieve collective goals.
• Thirdly, only in physical education can one learn to present information simply, in an expressive and vivid form, in the process of communication and cooperation with classmates and adults.

What personality traits will students acquire? You can learn to communicate and cooperate with peers based on the principles of respect and goodwill, mutual assistance and empathy. It is equally important to be able to express positive personality traits and manage your feelings in a variety of non-standard circumstances and conditions. These results will help you grow a balanced person. Physical education will contribute to discipline, hard work and perseverance in achieving the assigned tasks.

ISO

Each lesson of fine arts should be focused on solving subject problems and form certain qualities of the child. UUD for the Federal State Educational Standard for Fine Arts helps to develop the necessary skills in junior schoolchildren.

An example of a teacher can inspire students to more willingly explain their impressions of the picture they saw, choose words to express emotions, tell elders and classmates about what they saw.

The joint creativity of children, divided into pairs or groups of several people, allows you to quickly gain positive experience in solving communicative and regulatory tasks: here children learn and conduct a conversation, and even defend their opinion, respect the opinion of a partner, focus on the final result, and not personal , but general. All this allows you to quickly join the team and acquire positive qualities.

For clarity, we will give an example of joint creativity. The children were given the task to draw mittens on their hands in a group. How can you evaluate their joint work in terms of the actions that they performed? The grading levels are different.

• Low: Patterns are drawn with obvious differences or no similarities at all. What happened? Children do not try to negotiate with each other, everyone insists on their preferences.
• Medium: partial similarity - some drawings are the same, but there are also noticeable differences. The result of a clumsy contract, everyone wanted something to stand out.
• Tall: The mittens are decorated with the same or very similar pattern. Children work with pleasure, lively discuss the available variations, compare and agree on methods of action, make joint plans and monitor the implementation of their ideas. This option is the best way to show what an UUD is, or rather its application in practice.

In view of the requirements of new standards for teaching children new technologies, not only traditional visual arts, but also the use of computer technologies in teaching children are possible. For example, to draw a picture not only on the album sheet, but also to do it in a certain program. You can also teach children to take photos, photo reports, teach them how to use graphic programs correctly.

Science and education now go hand in hand, and teaching methods must also change in accordance with the needs of the new generation.

The formation of UUD is at the forefront of the learning process. The complication of the content of the educational material of school education without due attention to the task of the formation of educational activity leads to the lack of formation of students' ability to learn. After all, today's information society asks for a person who is a learner, capable of independently learning and repeatedly retraining during a constantly lengthening life, ready for independent actions and decision-making.

That is why the problem of independent successful assimilation of new knowledge, skills and competencies, including the ability to learn, is acutely faced by the school and currently remains relevant. Great opportunities for this are provided by the development of universal educational actions (ULE)

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"Formation of universal educational actions in the educational process"

Formation of universal educational actions in the educational process

The main task of the modern education system is the formation of "universal educational actions" (hereinafter UUD). UUD - the subject's ability to self-development and self-improvement through the conscious and active appropriation of new social experience; a set of student actions that ensure his cultural identity, social competence, tolerance, the ability to independently assimilate new knowledge and skills, including the organization of this process.

As part of the main types of UUD, four blocks can be distinguished:

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

Personal actions - provide value-semantic orientation of students (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. With regard to educational activity, two types of actions should be distinguished: 1) the action of making sense; 2) the action of moral and ethical assessment of the assimilated content.

Regulatory Actions - Provide the organization for the learners of their learning activities. These include: goal-setting, planning, forecasting, control in the form of comparing the mode of action and its result, correction, assessment, volitional self-regulation.

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

The learning process sets the content and characteristics of the child's learning activity and thereby determines the zone of proximal development of these universal learning actions and their properties. Universal educational actions represent an integral system in which the origin and development of each type of educational action is determined by its relationship with other types of educational actions and the general logic of age-related development.

Conditions for the development of UUD :

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

the formation of UUD as a goal determines the content and organization of the educational process;

the formation of UUD takes place in the context of the assimilation of various subject disciplines and extracurricular activities;

universal educational actions can be formed only when students perform educational work of a certain type on the basis of the teachers' use of technologies, methods and techniques for organizing educational activities that are adequate to the age of students.

The selection and structuring of the content of education, the definition of forms and methods of teaching - all this should take into account the goals of the formation of specific types of ELC.

Examples of forms of educational activity as a condition for the formation of UUD:

Educational collaboration	Learning collaboration allows the formation of communicative, regulatory, cognitive and personal universal learning activities. The teacher perceives the child as an equal partner, active, influential participant in the educational process, organizes mutual communication, dialogue. Participants in the process are emotionally open and free in their statements. The child freely uses the help of a teacher or peers. With such cooperation the teacher acts as an organizer, which acts indirectly, and not by direct instructions. Such communication is as close as possible to the child. Organization of work in pairs, groups, independent work using additional information sources.
Creative, project, teaching and research activity	Artistic, musical, theatrical creativity, design, concept formation and implementation of socially significant initiatives, etc. Work on projects harmoniously complements classroom-lesson activities in the educational process and allows you to work on obtaining personal and metasubject 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 - presentation (defense) of the project - contribute to the formation of metasubjectcommunicativeskills. Personal results when working on projects can be obtained by choosing the subject of projects.
Control and evaluation and reflective activity	Self-esteem is the core of a person's self-awareness, acting as a system of assessments and ideas about oneself, one's qualities and capabilities, one's place in the world and in relations with other people. The central function of self-esteem is regulatory function. The origin of self-esteem is associated with the communication and activities of the child. The development of self-esteem is significantly influenced by the specially organized educational action of the assessment. Conditions for the development of an action for evaluating learning activities: setting for the student the task of assessing his activities (it is not the teacher who evaluates, the child is given the task of assessing the results of his activities); the subject of assessment is learning activities and their results; ways of interaction, own possibilities of carrying out activities; organization of objectification for the child of changes in educational activity based on a comparison of his previous and subsequent achievements; the formation of the student's mindset to improve the results of their activities (assessment helps to understand what and how can be improved); the formation of the student's ability to cooperate with the teacher and independently develop and apply criteria for differentiated assessment in educational activities, including the ability to analyze the causes of failures and highlight the missing operations and conditions that would ensure the successful completion of the educational task; organization of educational cooperation between teachers and students, based on mutual respect, acceptance, trust, and recognition of the individuality of each child.
Labor activity	Self-service, participation in socially useful work, in socially significant labor actions. Systematic work develops positive personality traits: organization, discipline, attentiveness, observation. Work junior schoolchildren allows the teacher to better know their individual characteristics, find out their creative capabilities, and develop certain abilities. Labor activity allows the formation of personal universal educational actions.
Sports activities	Mastering the basics of physical culture, acquaintance with various sports, experience of participation in sports competitions will allow you to form volitional personality traits, communicative actions, regulatory actions.

Forms of organization of the learning space, contributing to the formation of UUD.

Problematic situation; Peer learning; Free lesson; Age lesson cooperation, etc.	Form of educational activity for the formulation and solution of educational tasks
Training session	Place of various group and individual practices
Counseling session	Form for solving problems of a younger student at his request to the teacher
Creative workshop	To organize the skills of creative collective activity
Conference, seminar	Form of summing up the results of creative activity
Individual lesson	The form of organizing activities to build individual educational trajectories
Extracurricular forms	Place of realization of personal tasks and interests of younger students. The task of the teacher as educator is to support the good initiatives of children and to provide opportunities for their implementation.

How to generate UUD (list of technologies for forming UUD)

To develop the ability to evaluate their work, children themselves, according to the proposed algorithm, learn to evaluate their task

The teacher pays attention to the developmental value of any assignment

The teacher does not compare children with each other

The teacher shows what this or that knowledge is needed for, how it will be useful in life

The teacher tells new material in the lesson, involving children in the discovery of new knowledge

The teacher teaches children in group work techniques

The teacher shows how you can come to a common solution in group work

The teacher intervenes in educational conflicts by speaking (directing, showing) the pattern

The teacher in the lesson pays great attention to self-examination of children, teaching them how to find and correct a mistake

The teacher sets goals in the lesson and works with children towards goals

The teacher teaches children the skills that will be useful to them in working with information - retelling, drawing up a plan, introduces various sources

The teacher pays attention to the development of memory and logical operations of thinking

The teacher pays attention to the general methods of action in a given situation

The teacher uses project forms of work in the lesson and in extracurricular activities

The teacher prefers to form the necessary values, resorting to dialogical communication and including children in the process

The teacher teaches children to make moral choices in the framework of work with value material and its analysis

The teacher finds a way to captivate children with knowledge

The teacher shows the meaning of the teaching, does it in the "correct" form

The teacher includes children in constructive activities, collective creative deeds

The teacher gives a chance to correct the mistake

The teacher shows and explains why this or that mark was put, teaches children to evaluate work according to criteria

The teacher allows other children to participate in the grading process

The teacher helps the child to find himself, making an individual route

The teacher teaches the child to set goals and look for ways to achieve

The teacher teaches children to make a plan of action before starting to do something.

The teacher subtly communicates positive values ​​to children, allowing them to live them by example

The teacher teaches different ways of expressing one's thoughts, the art of arguing, defending one's own opinion, respecting the opinions of others

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

The teacher teaches children how to effectively memorize and organize activities

The teacher unobtrusively conveys the meaning of the teaching to the children

The teacher shows how to assign roles and responsibilities, working in a team

At the end of the assignment, at the end of the lesson, the teacher together with the children evaluate what the children learned, what worked and what did not

The teacher in the lesson uses specialized developmental tasks, posing questions

The teacher and the child communicate on an equal footing

The teacher actively includes everyone in the learning process, encouraging learning collaboration between students, students and the teacher

The teacher builds a lesson in the activity paradigm

The teacher in the lesson uses the interactive capabilities of ICT

The teacher organizes the work in pairs of the shift composition

The teacher allows children to independently choose tasks from the proposed ones

The teacher organizes constructive joint activities

Practical work No. 3

Completed by D.A. Platonov IN-15.

1. UUD: definition, functions, types.

The concept of "universal learning activities"

In a broad sense, the term "universal educational actions" means the ability to learn, that is, the subject's ability to self-development and self-improvement through the conscious and active appropriation of new social experience.

The student's ability to independently successfully assimilate new knowledge, form skills and competencies, including the independent organization of this process, that is, the ability to learn, is ensured by the fact that universal educational actions as generalized actions open up to students the possibility of a broad orientation both in various subject areas and in the structure of the educational activity itself, including the awareness of its target orientation, value-semantic and operational characteristics. Thus, the achievement of the ability to learn presupposes a full-fledged mastering by students of all components of educational activity, which include: cognitive and educational motives, educational goal, educational task, educational actions and operations (orientation, material transformation, control and assessment). The ability to learn is an essential factor in increasing the efficiency of students' mastering of subject knowledge, the formation of skills and competencies, the image of the world and the value-semantic foundations of personal moral choice.

Functions of universal learning activities:

· Providing the student with the ability to independently carry out educational activities, set educational goals, seek and use the necessary means and ways to achieve them, monitor and evaluate the process and results of activities;

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

Personal LUDs provide value-semantic orientation of students (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), as well as orientation in social roles and interpersonal relationships. With regard to educational activities, three types of actions should be distinguished:

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

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

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

Regulatory ELMs ensure that learners are organized in their learning activities. These include the following:

• goal-setting - as setting an educational task on the basis of correlating what is already known and assimilated by students and what is still unknown;

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

· Forecasting - anticipation of the result and the level of assimilation; its temporal characteristics;

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

· Correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the expected result of the action and its real product;

· Assessment - the allocation and awareness by students of what has already been mastered and what is still subject to assimilation, assessment of the quality and level of assimilation;

• self-regulation as the ability to mobilize strength and energy; the ability to volitional effort - choice in a situation of motivational conflict and to overcome obstacles.

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

General educational universal actions:

· Independent selection and formulation of cognitive goals;

· Search and selection of the necessary information; application of information retrieval methods, including with the help of computer tools;

· Structuring knowledge;

· Conscious and arbitrary construction of a speech utterance in oral and written form;

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

· Reflection of methods and conditions of action, control and assessment of the process and results of activity;

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

· Statement and formulation of the problem, independent creation of algorithms for activities in solving problems of a creative and exploratory nature.

Sign-symbolic actions constitute a special group of general educational universal actions:

· Modeling;

· Transformation of the model in order to identify the general laws that define the given subject area.

Logical universal actions:

· analysis;

· Synthesis;

· Comparison, classification of objects according to the selected characteristics;

· Summing up a concept, deriving consequences;

· Establishment of cause-and-effect relationships;

· Building a logical chain of reasoning;

· proof;

· Putting forward hypotheses and their justification.

Statement and solution of the problem:

· Formulation of the problem;

· Independent creation of methods for solving problems of a creative and exploratory nature.

Communicative UUD provide social competence and consideration of the position of other people, a partner in communication or activity, the ability to listen and engage in dialogue; participate in a collective discussion of problems; integrate into a peer group and build productive interaction and collaboration with peers and adults. The types of communicative actions are:

· Planning educational cooperation with a teacher and peers - defining goals, functions of participants, ways of interaction;

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

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

· Management of the partner's behavior - control, correction, assessment of the partner's actions;

· The ability to express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication, possession of monologue and dialogical forms of speech in accordance with the grammatical and syntactic norms of the native language.

2. Stages of UUD formation in the educational process.

It is known that the formation of any personal neoplasms - skills, abilities, personal qualities - is possible only in activity (L.S.Vygotsky). At the same time, the formation of any skills, including universal educational actions (ULE), goes through the following stages:

1. Primary experience of performing UUD and motivation.

2. Mastering how this UUD should be performed.

3. Training, self-control and correction.

4. Control.

This is how schoolchildren learn to write and count, solve problems and examples, use a map and a musical instrument, sing and draw. They must go through the same path in the formation of the UUD, but the studied algorithms of actions will no longer be narrowly subject, but over-subject in nature: mastering the norms of goal-setting and design, self-control and correction of their own actions, searching for information and working with texts, communicative interaction, etc.

Therefore, in order to form in students any UUD in the educational system, the following path is proposed that each student takes:

1) at the beginning, when studying various academic subjects, the student develops a primary experience in the implementation of the UUD and the motivation for its independent implementation;

2) based on the available experience, the student develops knowledge about the general way of performing this EUL;

4) in the end, the control of the level of formation of this UUD and its systematic practical use in educational practice, both in the classroom and in extracurricular activities, is organized.

3. Technologies for the formation and development of UUD in teaching computer science. Formation of regulatory, communicative, personal and cognitive ECD based on the didactic system of the activity-based teaching method in informatics lessons

According to the Federal State Educational Standard, the substantive section of the main educational program determines the general content of education and includes educational programs focused on achieving personal, subject and metasubject results, which are achieved in the process of forming universal educational actions (UUD) aimed at developing the ability of the subject of learning for self-development and self-improvement through conscious and active appropriation of new social experience. The development of the foundations of the ability to learn (the formation of universal educational activities) is defined by the Federal State Educational Standard as one of the most important tasks of education.

In the process of the formation of UUD, schoolchildren learn to independently pose educational problems, find ways to solve them, control and evaluate the process and results of activities, which ensures the successful assimilation of knowledge, the formation of skills and competencies in any subject area and thereby creates an opportunity for the successful implementation of students in the future professional activities.

Consider all types of universal educational activities and their development in computer science lessons.

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

Computer science as a subject has a number of distinctive features from other academic disciplines, as well as conditions that make it possible to successfully form communicative UUD:

1) the availability of special technical means, first of all - a personal computer for each student, as well as office equipment and multimedia devices involved in the educational process;

2) the computer class in which the lessons are held is organized in a special way: each student has not only an individual workplace, but also access to common resources; the answers at the blackboard are practiced much less often than in other lessons;

3) it is in the lessons of informatics that active independent activity, the creation of one's own, personally significant product can be naturally organized by the teacher;

4) the subject of computer science is distinguished by the initial high motivation of students.

The development of communicative ECDs occurs in the process of performing practical tasks involving work in pairs, as well as laboratory work performed by a group.

For diagnostics and formation of communicative universal educational actions, the following types of tasks can be offered: drawing up tasks for a partner; recall of a friend's work; group work on the development of presentations; group work on drawing in graphic editors, various games and quizzes.

Regulatory ECDs provide the ability to manage cognitive and learning activities by setting goals, planning, monitoring, correcting their actions and assessing the success of assimilation. The ability to set personal goals, to understand and realize the meaning of one's activity, while correlating it with the requirements of the outside world, determines to a large extent the success of an individual in general and success in the educational sphere in particular. A consistent transition to self-government and self-regulation in educational activities provides the basis for future professional education and self-improvement.

So, in the activity form, the essence of regulatory actions can be represented as follows:

The ability to formulate your own educational goals - the goals of studying a given subject in general, when studying a topic, when creating a project, when choosing a topic for a report, etc.

Ability to make decisions, take responsibility for yourself, for example, be the leader of a group project; make a decision in the event of a non-standard situation, let's say a failure in the system.

Carry out an individual educational trajectory.

It is very important that each student is involved in an active cognitive process, applying the knowledge gained in practice and clearly realizing where, how and for what purposes this knowledge can be applied by him. This contributes to the development of personal LUD in students, forms and maintains interest in the educational material, encourages the child to ask questions, which ultimately contributes to the development of a stable interest in the world around him, the formation of a positive attitude towards himself and others. Ultimately, all this creates a desire for students to perform educational activities.

Personal UUD - provide value-semantic orientation of students (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. With regard to educational activities, two types of actions should be distinguished:

The action of meaning formation, that is, the establishment by students of a connection between the goal of educational activity and its motive, in other words, between the result of learning, and what prompts the activity, for the sake of which it is carried out;

The action of moral and ethical assessment of the assimilated content, based on social and personal values, providing a personal moral choice.

The personal development of a student implies, first of all, the formation of a person as an autonomous carrier of universal human experience, forms of behavior and activity, which:

Understands the system of socially accepted signs and symbols that exist in modern culture (sign-symbolic universal educational actions);

Owns the techniques of volitional self-regulation, goal-setting and planning (regulatory UUD);

Knows how to cooperate, influence the behavior of a partner or group (communicative UUD).

Personal actions allow you to make the teaching meaningful, provide the student with the significance of solving educational problems, linking them with real life goals and situations. Personal actions are aimed at awareness, research and acceptance of life values ​​and meanings, allow you to orient yourself in moral norms, rules, assessments, develop your life position in relation to the world, people around you, yourself and your future. When teaching computer science, in our opinion, the formed personal UUD will look like this

Cognitive UUD - cognitive actions include actions of research, search and selection of necessary information, its structuring; modeling of the studied content, logical actions and operations, methods of solving problems. Based on this definition, we can conclude that these are the main actions formed in the lessons of computer science, the main purpose of which is to teach how to effectively select and process information from different sources.

In accordance with this description of universal educational actions and recommendations of the Federal State Educational Standard, one of the optimal teaching methods is the project method, which involves the receipt of a new product by students in the course of independent educational activities. In computer science lessons, the project method turns out to be convenient for use, since it allows you to teach the use of some specific information and communication technologies in solving practical problems. On the one hand, students independently acquire knowledge on one of the topics of the course "Informatics and ICT", and on the other hand, they master new technologies for working with software products. At the same time, additional motivation is not required to study the software required for the work. Let's consider one of these projects in more detail.

Reception "Brainstorming"

While working, I draw attention to the hierarchy of questions that accompany each stage of the "Brainstorming":

topic "Numeral systems", 6th grade.

Level I

- What number systems are most common in life?

II level

- What number system does the computer work with and why?

III level

- What actions can be performed in different number systems?

For the formation of regulatory ECD I use various sheets of self-assessment, mutual assessment.

At the final stage of the implementation of the educational project, the student receives three equivalent grades: self-esteem, teacher grade, and average grade.

This is how it works. First, the author comes forward with an analysis of his work, then the “defender”, “critic” appear: identifying the shortcomings and advantages of the work. All students participate in the discussion. The last to analyze the work is the teacher. At the end of the performance, all participants put their marks in the "score sheets".

Regulatory actions provide the ability to control cognitive and learning activities. A consistent transition to self-government and self-regulation in educational activities provides the basis for future professional education and self-improvement.

In the block of universal actions of a cognitive orientation, I pay special attention to the development of the skills to compose texts of various genres, the choice of the most effective ways of solving problems, the ability to structure knowledge.

Essay Writing Technique

"Internet. Friend or foe? "

You can endlessly answer this difficult question. And argue to the point of hoarseness who is right. Of course, for me the Internet is still my friend. He behaves like a friend. If I don't understand something, he will always explain. If I have a question, he will answer, and almost without hesitation. I want to go to the cinema, theater - please, he's right there. Order tickets, choose a cinema or a movie.

An example of a task for universal logical actions.

Five athletes took part in the running competition. Victor failed to take first place. Grigory was overtaken not only by Dmitry, but another athlete who lagged behind Dmitry. Andrey reached the finish line not the first, but not the last either. Boris finished immediately after Victor.

Who took what place in the competition?

The technology of project activities contributes to the development of students' cognitive skills, the ability to independently design their knowledge and navigate in the information space.

For the implementation of the educational project, I consider the use of graphic methods to be a good solution: a mental map, a Fishbone scheme, a denotational graph.

Informatics lessons and subject courses provide opportunities for cooperation - the ability to hear, listen to and understand a partner, carry out joint activities in concert, conduct a discussion, dialogue, seek solutions, support each other, thus, communicative actions are carried out.

In the public consciousness, there is a transition from understanding the social purpose of the school as the task of a simple transfer of knowledge, skills and abilities from teacher to student to a new understanding of the function of the school. The priority goal of school education is to develop students' ability to independently set educational goals, design ways to implement them, monitor and evaluate their achievements. In other words, the formation of the ability to learn. The fundamental difference between the school standards of the new generation is their focus on achieving not only subject educational results, but, first of all, on the formation of the personality of students, their mastery of universal methods of educational activity, ensuring success in cognitive activity at all stages of further education.

Therefore, this chapter presents material revealing the types and functions of UUD, their formation in the process of teaching mathematics.

Types and functions of UUD. Formation of UUD in mathematics lessons

The concept of the development of universal educational actions was developed on the basis of a system-activity approach (L.S.Vygotsky, A.N. Leontyev, P.Ya. Galperin, D.B. Elkonin, V.V.Davydov, A.G. Asmolov) authors: A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya, O.A. Karabanova, N.G. Salmina and S.V. Molchanov under the leadership of A.G. Asmolova. What meaning did they put into the concept of "universal educational actions".

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

In a narrower (strictly psychological) meaning, this term can be defined as a set of methods of a student's action (as well as the skills of educational work related to them) that provide independent assimilation of new knowledge, the formation of skills, including the organization of this process.

On the official page of the Federal State Educational Standard, the following definition of this concept is presented: “universal educational actions - the ability of a subject to self-development and self-improvement through the conscious and active appropriation of new social experience; a set of student actions that ensure his cultural identity, social competence, tolerance, the ability to independently assimilate new knowledge and skills, including the organization of this process.

Universal learning 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 the learning activity itself, including students' awareness of its target orientation, value-semantic and operational characteristics.

The student's ability to independently successfully assimilate new knowledge, form skills and competencies, including the independent organization of this process, that is, the ability to learn, is ensured by the fact that universal educational actions as generalized actions open up to students the possibility of a broad orientation both in various subject areas and in the structure of the educational activity itself, including the awareness of its target orientation, value-semantic and operational characteristics. The ability to learn is an essential factor in increasing the efficiency of students' mastering of subject knowledge, the formation of skills and competencies, the image of the world and the value-semantic foundations of personal moral choice.

In the composition of the main types of universal educational actions, dictated by the key goals of general education, four blocks can be distinguished: 1) personal; 2) regulatory (including also self-regulation actions); 3) communicative; 4) cognitive.

Types of UUD presented in the fundamental core of the content of general education.

Personal LUDs provide value-semantic orientation of students (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), as well as orientation in social roles and interpersonal relationships.

Fig. 1.

Regulatory ELMs ensure that learners are organized in their learning activities. These include the following:

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

Rice. 2.

Rice. 3.

Cognitive ECDs will be discussed in detail in the second paragraph of this chapter.

Functions of universal learning activities include:

Providing the student with the ability to independently carry out educational activities, set educational goals, seek and use the necessary means and ways to achieve them, monitor and evaluate the process and results of activities;

Creation of conditions for the harmonious development of the individual and his self-realization on the basis of readiness for continuous education, the need for which is due to the multiculturalism of society and high professional mobility;

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

The mastery of universal educational actions by students characterizes the ability for self-development and self-improvement through the conscious appropriation of social experience. “... The school must teach how to learn, teach how to live, teach how to live together, teach how to work and earn money” (from the UNESCO report “Into the New Millennium”). Therefore, if earlier educational results meant only that which is associated with objective results, now we are dealing with meta-subject and personal results that determine the motivation and direction of human activity.

Despite the fact that the result of education in the form of “the ability to learn” is extremely in demand today, one should not forget about the foundation of education - knowledge, skills and abilities, on the basis of which the “ability to learn” is formed and developed.

Mathematics is the science of the most general and fundamental structures of the real world, which provides the most important apparatus and source of fundamental ideas for all natural sciences and modern technologies. All scientific and technological progress of mankind is directly related to the development of mathematics. Successful study of mathematics facilitates and improves the study of other academic disciplines.

Mathematics is a unique area of ​​knowledge, which in itself can be considered both as content and as a technology for the formation of "the ability to learn". This is due to the fact that in the content and technologies of the subject itself there is an apparatus with the help of which the teacher can achieve significant educational, developmental and educational results.

In addition, there is not a single school discipline that would use such a variety of activities as mathematics in the disclosure of educational material: “Mathematical activity is highly instrumental, that is, makes it easy for students to broadcast samples of activity by presenting educational tasks, during the solution of which these samples are realized. "

How does the formation of different types of universal educational actions occur in mathematics lessons?

It should be noted that the subject "Mathematics" is aimed, first of all, at the development of cognitive UUD. This will be discussed in more detail in the second paragraph of this chapter.

Thus, the analysis of the literature allows us to formulate the regulatory ECDs formed in the lessons of mathematics:

· The ability to distinguish properties in the studied objects and differentiate them;

· Mastering the methods of control and self-control of the assimilation of the studied;

· Work on the algorithm, with memos, rules - guidelines for the formation of general methods of educational activities for the assimilation of mathematical concepts.

Along with this all obvious role of mathematics, the task of forming communicative ECD is also important. This is due to the fact that in the process of studying mathematics, students learn to read and write information about the world around them in the language of mathematics, build chains of logical reasoning and use them in oral and written speech for communication. In the course of mathematics, two closely interrelated areas of development of communication skills can be distinguished:

· Development of oral scientific speech;

· Development of a complex of skills on which competent effective interaction is based.

The formation of personal UUD is realized through interaction with mathematical content and teaches to respect and accept someone else's opinion. Thus, working with mathematical content allows you to raise the self-esteem of students, to form their self-esteem, an understanding of the value of their own and someone else's personality. Undoubtedly, historical material in mathematics has great potential in this activity. The technology of problem learning, research activities give the teacher the opportunity to demonstrate the beauty and harmony of mathematical proofs as a form of effective intellectual interaction.

The role of mathematics as the most important means of communication in the formation of speech skills is also inextricably linked with personal results. Because the basis for the formation of a person as a person is the development of speech and thinking. From this point of view, any task in mathematics is focused on achieving personal results. Let us formulate personal UUD, formed by means of mathematics:

· The formation of value orientations (self-regulation, stimulation, achievement);

· Formation of mathematical competence.

Thus, mathematics presents more illustrative possibilities for the implementation of the idea of ​​the Federal State Educational Standard on Universal Learning Actions.

In order to improve the educational process, the Ministry of Education constantly introduces some innovations into it, fills it with new terms and concepts. A simple layman, studying methodological literature or reading news about education, very often comes across an incomprehensible phrase UUD according to the Federal State Educational Standard. How does this abbreviation stand for and what does it mean in simple words?

Content:

The concept of "UUD"

UUD is a universal educational activity. It includes:

• Ability to learn and acquire new knowledge, ability to learn;
• A person's striving for self-improvement through the acquisition of new experience;
• Understanding of the need to acquire knowledge and a conscious approach to the educational process;
• Understanding the essence of education itself and its constituent parts;
• Purposeful actions of a person to search for opportunities for a broad orientation both in different subject areas and in the structure of the educational activity itself;
• Comprehension of the target orientation of the educational process, its value-semantic and operational properties.

The development of UUD was carried out back in the twentieth century in the Soviet Union. At that time, pedagogical science was undergoing active development and the foundation was laid for its new trends. The concept of "universal learning actions" has become very popular at the present time, the scope of its application is wide enough and covers almost all possible levels and types of education. The development of UUD is based on the activity approach, which was developed by L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, P.Ya. Galperin, V.V. Davydov and other scientific schools.

Elkonin and Davydov are the founders of the theory of developmental learning, the key concept of which is UDD.

What is GEF?

This is the Federal State Educational Standard. It includes:

• List of requirements for state educational institutions;
• The Law "On Education" is the basis of the Federal State Educational Standard;
• The updated standard has been in effect in all schools since September 1, 2011 - Federal State Educational Standard of Primary General Education (NOE).

FSES requirements relate to:

• Structures of the educational process. Every year it is necessary to draw up and approve a work plan aimed at the optimal advancement of students to acquire new knowledge, guided by this plan, to periodically improve the educational and methodological complex (TMC) of disciplines.
• Implementation of the educational program. If the structure of the educational process lies in the area of ​​responsibility of the administration and methodological departments, then the teaching staff of schools is directly responsible for the implementation of the plan;
• Education results. Student performance is a clear demonstration and evidence of the success of the developed structure and education program, compliance with all requirements. The average score for the entire school is taken into account.

Basic UUD groups?

The requirements for UUD depend on which grade level - elementary, middle or senior - students are studying. Compliance with the requirements for the age of children must be met. For all of them, the requirements for the use of computer technology and information technology in educational activities have been increasing recently.

There are the following basic groups of universal learning activities:

• Personal - aimed at finding opportunities for knowing oneself and understanding one's own personality. Their goal is to form students' correct, adequate moral and ethical assessment of themselves;
• Cognitive - refer to the possibilities of forming basic skills and abilities of perception of information, its processing and analysis, on the basis of which certain conclusions and conclusions are drawn. The group of cognitive actions includes a system of general and logical educational actions, the process of posing and solving a problem;
• Communicative - contribute to the socialization of students, the formation of skills for effective interaction with others - classmates, teachers, friends and other people. In school, every child goes through the most important stage of social development. If the problems arising in the process of communication are not resolved in time, then they can move into adulthood and will remind of themselves for many years, even after leaving school;
• Regulatory - aimed at developing the ability to draw up a plan of their actions and change it under the influence of various environmental factors. This useful skill, acquired within the walls of the school, will be useful in later life.

Pupils master UUD in the process of studying various academic subjects. The result of successful mastering is the formation of initiative, the desire of students to independently acquire knowledge and gain competence. Students should be able to independently organize the learning process without the help of adults.

Advantages and Disadvantages of Homeschooling

Homeschooling is an alternative to schooling. When the reason for this choice of parents is a medical condition (physical or mental illness), homeschooling is the best option. But in the event that parents are guided by other motives - fears of the child's socialization, reluctance to let their children go to school because they cannot independently solve school problems without a mom or dad - all this leads to the most unpredictable negative consequences.

Let's take a look at the advantages and disadvantages of home schooling.

pros	Minuses
Attacks, bullying from classmates are excluded, the child will not become an object of bullying	Students lack motivation, in the classroom, students observe each other, compete, reach for each other, strive for a better result, have richer material for analysis
Greater flexibility of the study schedule compared to school education, the ability to independently plan the number of lessons per day	There is no opportunity to learn to interact with each other within the team, the world of building social relationships remains closed
Assimilation of the material in a shorter period of time, since the student and teacher cooperate one-on-one	They do not learn to make new acquaintances, defend their point of view, do not contact anyone other than family and close friends
There is more free time that can be spent on visiting clubs and sports sections	At the time of schooling at home, the child is in a comfort zone, and as soon as he is alone with himself, he becomes completely defenseless and does not know how to behave in a given situation
The possibility of individual study with the child of all the difficulties and weak points that arise in the course of mastering the curriculum	Homeschooling eliminates the possibility of the child developing effective ways to counter the infringement of their rights

The impact of UUD according to the Federal State Educational Standard on schoolchildren is controversial, since each child is a unique personality, individuality, each has different abilities and talents. UUD promotes the assimilation of moral norms and principles developed by society, which leads to the formation of an integral personality. At the same time, the Federal State Educational Standard restricts the child to a rigid framework, does not allow to show initiative and love of freedom.

Important! UUD according to the Federal State Educational Standard is a set of requirements for the educational process. The development of standards is based on the desire to provide every child with the opportunity to receive and assimilate all the knowledge that will be useful to him in the future. The task of the school is to form such skills that will not only be useful in further education, but also ensure the normal life of every person in society.