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Universal learning activities examples. Activities of the teacher in the formation of educational standards during the implementation of the Federal State Educational Standard. Cognitive: logical universal actions

Seminar

« Formation of universal educational activities

as a requirement of the Federal State Educational Standard »

“Tell me and I will forget.

Show me and I will remember.

Involve me and I will learn"

Chinese wisdom

Today, instead of simply transferring knowledge, skills and abilities from teacher to student, the priority goal of school education is developing the student’s ability to independently set educational goals, design ways to implement them, monitor and evaluate their achievements, in other words, developing the ability to learn. The student himself must become the “architect and builder” of the educational process.

“The purpose of educating a child is to make him competent own

Traditionally, the teacher was obliged to give the student a deep and lasting knowledge of the subjects. Life changes quickly and neither the teacher, nor the parent, nor the student himself is able to predict what knowledge and skills he will need in the future. Hence the need for the ability to learn and develop throughout life arises. And as a result, instead of transferring the amount of knowledge -development of the student’s personality based on methods of activity. But it does not mean , that we are abandoning the “baggage” of knowledge. We're just changing priorities. Subject content ceases to be the central part of the standard.

What is new about the approach to teaching according to the new standards?

The Standard is based on a system-activity approach, which assumes:

Education and development of personal qualities that meet the requirements of the information society, innovative economy, the tasks of building a democratic civil society based on tolerance, dialogue of cultures and respect for the multinational,multicultural and multi-confessional composition of Russian society;

- focus on educational results as a system-formingcomponent of the Standard, where the development of the student’s personality based on the mastery of universal educational actions, knowledge and mastery of the world is the goal and main result of education;

Recognition of the decisive role of the content of education, methodsorganization of educational activities and interaction of participantseducational process in achieving the goals of personal, social and cognitive development of students (transition from a classroom-lesson system to practical, laboratory, research and project forms of work);

Accounting for the individual age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication to determine the goals of education and upbringing and ways to achieve them;

- ensuring continuity of preschool, primary general,basic and secondary (complete) general education;

A variety of organizational forms and taking into account individualcharacteristics of each student (including gifted children and children withdisabilities) that ensure growthcreative potential, cognitive motives, enrichment of formsinteractions with peers and adults in cognitive activities;

Guaranteed achievement of the planned results of mastering the basic educational program of primary general education, which creates the basis for students’ independent successful acquisition of new knowledge, skills, competencies, types and methods of activity.

The most important task of the modern education system is the formation of a set of educational activities “universal educational activities”, which provide the opportunity for each student to independently carry out learning activities, set educational goals, seek and use the necessary means and methods to achieve them, be able to control and evaluate educational activities and their results. They create conditions for the development of personality and its self-realization.

The formation of UUD is based on “ability to learn”, which presupposes the full mastery of all components of educational activity (cognitive and educational motives; educational goal; educational task; educational actions and operations) and acts as a significant factor in increasing the efficiency of students’ mastering subject knowledge, skills and the formation of competencies, an image of the world and values -semantic foundations of personal moral choice.

UUDs are aimed at achieving planned results. There are three groups of planned results:

1. Subject-specific universal learning activities - form the basis of the study of the subject itself (the experience of obtaining, transforming and applying subject knowledge).

2. Meta-subject universal actions - the central component is the formation of students’ ability to work with information (extract it, analyze it, perceive it). Reflect interdisciplinary concepts.

3. Personal universal educational actions - emotionality and morality in the study of the subject, the development of tolerance, a healthy image life.

Universal learning activities are skills that must be taught in all lessons in primary school. Universal learning activities can be grouped into four main blocks:

Personal results

The ability to independently make YOUR CHOICE in the world of thoughts, feelings and VALUES and be responsible for this choice

Regulatory universal learning activities

Ability to organize your work

Cognitive UUD

Ability to effectively THINK and work with INFORMATION in the modern world

Communicative UUD

Ability to COMMUNICATE and interact with people

Personal (moral and evaluative skills) - assessment of one's own and other people's actions	Personal universal educational actions are expressed by the formulas “I and nature”, “I and other people”, “I and society”, “I and cognition”, “I and I”, which allows the child to perform different social roles (“citizen”, “ schoolboy”, “student”, “interlocutor”, “classmate”, “pedestrian”, etc.).
Regulatory universal learning activities (organization of skills) - organizing your affairs, solving problems	They reflect the student’s ability to construct educational and cognitive activity, taking into account all its components (goal, motive, forecast, means, control, evaluation).
Cognitive universal learning activities (intellectual skills) - information processing	A system of ways to understand the world around us, build an independent process of search, research and a set of operations for processing, systematizing, summarizing and using the information received
Communication universal actions (communication skills) - communicating with people	Provide opportunities for cooperation: the ability to hear, listen and understand a partner, plan and coordinately carry out joint activities, distribute roles, mutually control each other’s actions, be able to negotiate, lead a discussion, correctly express one’s thoughts, provide support to each other and effectively cooperate as a teacher, so with peers;independent organization of speech activity in oral and written form.

Personal actions provide students with value and semantic orientation (knowledge of moral standards, the ability to correlate actions and events with accepted ethical principles, the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. In relation to educational activities, it is necessary to highlightthree types of personal actions:

- personal, professional, lifeself-determination ;

- meaning making , i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what motivates the activity, for the sake of which it is carried out. The student should ask the question: what meaning and meaning does the teaching have for me? - and be able to answer it;

- moral and ethical orientation , including assessment of the acquired content (based on social and personal values), ensuring personal moral choice.

Regulatory Actions provide students with the organization of their educational activities. These include:

- goal setting as setting an educational task based on the correlation of what is already known and learned by the student and what is still unknown;

- planning - determination of 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 level of knowledge acquisition, its time 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 actual action and its result;

- grade - highlighting and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation;

- self-regulation as the ability to mobilize strength and energy, to exert volition (to make a choice in a situation of motivational conflict) and to overcome obstacles.

Cognitive universal actions include:

general educational, logical, as well as problem formulation and solution.

General educational universal actions :

- independent identification and formulation of a cognitive goal;

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

- structuring knowledge;

- conscious and voluntary construction of a speech utterance in oral and written form;

- choosing the most effective ways to solve problems depending on specific conditions;

- reflection on methods and conditions of action, control and evaluation of the process and results of activity;

- semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from listened texts of various genres; identification of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media;

- formulation and formulation of problems, independent creation of activity algorithms when solving problems of a creative and exploratory nature.

A special group of general educational universal actions consists of sign-symbolic actions:

- modeling - transformation of an object from a sensory form into a model, where the essential characteristics of the object are highlighted; spatial-graphic or symbolic-symbolic);

- transformation of the model in order to identify general laws that define a given subject area.

Logical universal actions :

- analysis of objects in order to highlight features (essential and non-essential);

- synthesis - composing a whole from parts, including independent completion with the completion of missing components;

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

- subsuming under the concept, derivation of consequences;

- establishment of causal relationships;

- building a logical chain of reasoning;

Proof;

- hypotheses and their justification.

Statement and solution of the problem :

- problem formulation;

- independent creation of ways to solve problems of a creative and exploratory nature.

Communicative actions ensure social competence and consideration of the position of other people, communication partners or activities; ability to listen and engage in dialogue; participate in a group discussion of problems; integrate into a peer group and build productive interaction and cooperation with peers and adults.

Towards communicative actions include:

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

- asking questions - proactive cooperation in searching and collecting information;

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

- management of the partner's behavior - control, correction, evaluation of his actions;

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

K.D. Ushinsky wrote: “Each lesson should be a task for the mentor, which he must carry out, thinking about it in advance: in each lesson he must achieve something, take a step further and force the whole class to take this step.” Therefore, the main pedagogical task is to organize the conditions that initiate children's action - what to teach? Why teach? how to teach?

Educational activity is the student’s independent activity to acquire knowledge, skills and abilities, in which he changes and is aware of these changes.

The learning task (what? why?) is the goal that the student sets for himself.

A learning action (how?) is a system of essential features of a concept or an algorithm.

Self-control (right?) – determining the correctness of the action performed.

Self-assessment (good? can it be better?) - determining the degree of compliance with the standard or the quality of the action performed.

The formation of UUD largely depends not only on the educational and methodological set, but also on the pedagogically correct interaction between teacher and student, and the effectiveness of their communicative activities.

As a result of studying all subjects without exception at the stage of primary general education, graduates will developpersonal, regulatory, cognitive and communicative universal learning activities as the basis of the ability to learn.

In a broad sense, the term “universal educational actions” means the ability to learn, that is, the subject’s ability for 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, ability to independently acquire new knowledge and skills, including the organization of this process. The ability to learn is a significant factor in increasing the efficiency of students’ mastery of subject knowledge, the formation of skills and competencies, the image of the world and the value-semantic foundations of personal and moral choice.

IN. Punsky gives the following definition of the ability to learn: “The learned methods of educational cognitive activity become skills (these also include automated skills - skills), which constitute the synthesized concept of the ability to learn.”

In a narrower sense, this term can be defined as a set of methods of action of a student (as well as associated learning skills) that ensure his ability to independently acquire new knowledge and skills, including the organization of this process.

The universal nature of educational activities is manifested in the fact that they are of a supra-subject, meta-subject nature; ensure the integrity of general cultural, personal and cognitive development and self-development of the individual; ensure continuity at all stages of the educational process; are the basis for the organization and regulation of any student’s activity, regardless of its specific subject content. Universal educational activities provide the stages of mastering educational content and forming the student's psychological abilities.

This ability of a student to independently successfully assimilate new knowledge, skills and competencies, including independent organization of the assimilation process, that is, the ability to learn is ensured by the fact that universal educational actions as generalized actions open up the possibility of a broad orientation of students - both in various subject areas and in the structure of the educational activity itself, including students’ awareness of its target orientation, value-semantic and operational characteristics. Thus, achieving the “ability to learn” presupposes the full mastery of all components of educational activity, which include: 1) cognitive and educational motives, 2) educational goal, 3) educational task, 4) educational actions and operations (orientation, transformation of material, control and grade) . “The ability to learn” is a significant factor in increasing the efficiency of students’ mastery of subject knowledge, skills and the formation of competencies, an image of the world and the value-semantic foundations of personal moral choice.

The student, relying on universal, cross-subject skills, is capable of independent implementation of activities thanks to the reliance on his individual experience. At the same time, the teacher is open to interaction, focused on the student’s personality, and implements a democratic, encouraging leadership style. The student is active, proactive and open to interaction with the teacher and the group.

Functions of universal educational actions:

Ensuring the student’s ability to independently carry out learning activities, set educational goals, search for and use the necessary means and methods to achieve them, monitor and evaluate the process and results of the activity;

creating conditions for the harmonious development of the individual and his self-realization based on readiness for lifelong education; ensuring the successful acquisition of knowledge, the formation of skills, abilities and competencies in any subject area.

“Teaching activity means making learning motivated, teaching the child to independently set a goal and find ways, including means, to achieve it (that is, optimally organize one’s activities), helping the child develop the skills of control and self-control, assessment and self-esteem ".

In accordance with the Federal State Standard of the second generation, the program presents 4 types of universal educational activities that correspond to the key goals of general education: personal, regulatory, cognitive, communicative.

Personal universal learning activities provide students with value and semantic orientation (the ability to correlate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. In relation to educational activities, three types of personal actions should be distinguished:

personal, professional, life self-determination;

meaning formation, that is, the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what motivates the activity, for the sake of which it is carried out. The student should ask the question: what is the meaning and what meaning does the teaching have for me? - and be able to answer it. Within the framework of the system-activity approach, personal meaning characterizes the reflection in the individual’s consciousness of the motive for the goal of action and acts as “meaning for me.” A person’s subjective perception of objective meaning generates not only knowledge about the phenomena of reality, but also an attitude towards them, reflecting not only the phenomena themselves, but also their meaning for the reflecting subject. A.G. Asmolov put forward the concept of a semantic personal attitude, which is updated by the motive of activity and is a form of expression of personal meaning in the form of readiness to perform a certain way of directed activity.

moral and ethical orientation, including assessment of the acquired content (based on social and personal values), ensuring personal moral choice. Values are both motivational and cognitive formations and serve as criteria for assessing reality for an individual (Andreeva G.M., 2000). Leontiev D.A. highlights such aspects of semantic formations as emotional anticipation and emotional correction (1996). Worldview and belief as a “unit” of worldview is formed in the process of establishing a hierarchy of activities and is the basis, criterion and standard when performing the act of value choice (Zalessky G.E., 1994). The educational subjects of the humanitarian cycle and, first of all, literature are most adequate for the formation of the universal action of moral and ethical assessment. Of essential importance are the forms of joint activity and educational cooperation of students, which open up the zone of proximal development of moral consciousness.

Moral standards are absolute imperatives and are based on the requirement to ensure the well-being and basic rights of the individual. Continuing the thought of L.S. Vygotsky on the emergence of “internal ethical authorities” in preschool age, D.B. Elkonin notes that the development of the moral-volitional sphere is associated with the emergence of the ability to subordinate one’s behavior to a given pattern under the influence of an adult’s assessment - “the emergence of primary ethical ideas is the process of assimilating patterns of behavior associated with their assessment by adults.” An effective form of mastering patterns of behavior in relationships between people is role-playing game. The behavior patterns themselves are taken from the surrounding reality. The carrier of the sample can be an adult, a peer, a collective image, or a literary character.

Regulatory universal learning activities provide students with the organization of their learning activities. These include:

goal setting as setting an educational task based on the correlation of what is already known and learned 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 level of knowledge acquisition, its time characteristics;

control in the form of comparison of 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 actual action and its result; making changes to the result of one’s activities, based on the assessment of this result by the student himself, the teacher, and his friends;

assessment - the student’s identification and awareness of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation; performance evaluation;

self-regulation as the ability to mobilize strength and energy, to exert volition (to make a choice in a situation of motivational conflict) and to overcome obstacles. Regulation by the subject of its activities presupposes arbitrariness and will. Arbitrariness - the ability to act according to a model and submission to rules (D.B. Elkonin, 1989) involves constructing an image of the situation and a mode of action, selecting or constructing a means or rule and maintaining this rule in the process of the child’s activity, transforming the rule into an internal rule as the basis for purposeful action . Will is considered as the highest form of voluntary behavior, namely voluntary action in the conditions of overcoming obstacles. Volitional action is distinguished by the fact that it is the subject’s own, proactive and at the same time conscious and meaningful action. Will in action manifests itself as meaningful initiative and arbitrariness - conscious, intentional, mediated regulation of action in accordance with the changing conditions of the situation.

Cognitive universal educational activities include: general educational, logical educational activities, as well as posing and solving problems.

General educational universal actions:

independent identification and formulation of a cognitive goal;

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

structuring knowledge;

conscious and voluntary construction of a speech utterance in oral and written form;

choosing the most effective ways to solve problems depending on specific conditions;

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

semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from listened texts of various genres; identification of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media;

setting and formulating a problem, independently creating activity algorithms when solving problems of a creative and exploratory nature. In a number of studies, reflection is defined as the central phenomenon of “human subjectivity” (T. de Chardin, 1966, Slobodchikov V.I., 1994), a specific human ability that allows you to make your thoughts, emotional states, actions, relationships, “I” an object special consideration and practical transformation. The development of reflexivity is manifested in the student’s ability to analyze his own actions, see himself from the outside and allow the existence of other points of view.

A special group of general educational universal actions consists of sign-symbolic actions:

modeling - transformation of an object from a sensory form into a model, where the essential characteristics of the object are highlighted (spatial - graphic or symbolic);

transformation of the model in order to identify general laws that define a given subject area.

Logical universal actions:

analysis of objects in order to identify features (essential, non-essential);

synthesis - composing a whole from parts, including independent completion with the completion of missing components;

choice of grounds and criteria for comparison, seriation, classification of objects;

subsuming under the concept, derivation of consequences;

establishing cause-and-effect relationships, representing chains of objects and phenomena;

building a logical chain of reasoning, analyzing the truth of statements;

proof;

hypotheses and their justification.

Logical classification is one of the few fundamental operations of thinking, which, due to their generalization, form a kind of “core” of mental development, but this operation is formed over a long period of time and gradually. Logical universal actions are a means of generalizing and systematizing knowledge, and also form the basis for deriving new knowledge from existing knowledge.

Statement and solution of the problem:

problem formulation;

independent creation of ways to solve problems of a creative and exploratory nature.

Communicative universal educational activities ensure social competence and consideration of the position of other people, communication partners or activities; ability to listen and engage in dialogue; participate in a group discussion of problems; integrate into a peer group and build productive interaction and cooperation with peers and adults. In accordance with the cultural-historical theory of L.S. Vygotsky defines communicative activity as “the interaction of two (or more) people aimed at coordinating and combining their efforts in order to establish relationships and achieve a common result” (M.I. Lisina, 1986).

Communicative actions include:

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

asking questions - proactive cooperation in searching and collecting information;

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

management of the partner's behavior - control, correction, evaluation of his actions;

the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language and modern means of communication. An important milestone in the development of communicative activity is the formation in children of “the ability to coordinate actions taking into account the position of another,” which is considered as the main new development of preschool age in the field of cooperation (Zuckerman, 1993).

The development of a system of universal educational actions consisting of personal, regulatory, cognitive and communicative actions that determine the development of the psychological abilities of the individual is carried out within the framework of the normative age development of the personal and cognitive spheres of the child. The learning process sets the content and characteristics of the child’s educational activity and thereby determines the zone of proximal development of these universal educational activities (their level of development corresponding to the “high norm”) 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 development. So:

from communication and co-regulation, the child’s ability to regulate his activities develops;

from the assessments of others and, first of all, the assessments of loved ones and adults, an idea of oneself and one’s capabilities is formed, self-acceptance and self-respect appear, that is, self-esteem and self-concept as a result of self-determination;

The child’s cognitive actions are formed from situational-cognitive and extra-situational-cognitive communication.

Thus, in our opinion, the formation of universal learning activities among students enables children to grow up as people capable of understanding and evaluating information, making decisions, and controlling their activities in accordance with their goals. And these are exactly the qualities that a person needs in modern conditions.

As part of the main types of universal educational activities that correspond to the key goals of general education, four blocks can be distinguished: 1) personal; 2) regulatory (including also self-regulation actions); 3) educational; 4) communicative.

Personal actions provide students with value and semantic orientation (knowledge of moral standards, the ability to correlate actions and events with accepted ethical principles, the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. In relation to educational activities, three types of personal actions should be distinguished: :

Personal, professional, life self-determination;

- meaning making– the establishment by students of a connection between the purpose of educational activity and its motive, between the result of learning and what motivates the activity, for the sake of which it is carried out. The student should ask the question: what meaning and meaning does the teaching have for me? and be able to answer it;

- moral and ethical orientation, including assessment of the acquired content (based on social and personal values), ensuring personal moral choice.

Regulatory Actions provide students with the organization of their educational activities.

These include:

- goal setting as setting an educational task based on the correlation of what is already known and learned by the student and what is still unknown;

- planning- determination of 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 level of knowledge acquisition, its time 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 actual action and its result;

- grade– highlighting and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation;

- self-regulation as the ability to mobilize strength and energy, to exert volition (to make a choice in a situation of motivational conflict) and to overcome obstacles.

Cognitive universal actions include: general educational, logical, as well as problem formulation and solution.

General educational universal actions:

Independent identification and formulation of a cognitive goal;

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

Structuring knowledge;

Conscious and voluntary construction of speech utterances in oral and written form;

Selecting the most effective ways to solve problems depending on specific conditions;

Reflection on methods and conditions of action, control and evaluation of the process and results of activity;

Meaningful reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from listened texts of various genres; identification of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media;

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

A special group of general educational universal actions consists of sign-symbolic actions:

Modeling is the transformation of an object from a sensory form into a model, where the essential characteristics of the object are highlighted (spatial-graphic or symbolic-symbolic);

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

Logical universal actions:

Analysis of objects in order to identify features (essential, non-essential);

Synthesis – composing a whole from parts, including independent completion with the completion of missing components;

Selection of bases and criteria for comparison, seriation, classification of objects;

Summarizing the concept, deriving consequences;

Establishing cause-and-effect relationships;

Construction of a logical chain of reasoning;

Proof;

Proposing hypotheses and their substantiation.

Statement and solution of the problem:

Formulating the problem;

Independent creation of ways to solve problems of a creative and exploratory nature.

Communicative actions include:

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

Questioning – proactive cooperation in searching and collecting information;

Conflict resolution - identifying, identifying a problem, searching and evaluating alternative ways to resolve a conflict, making a decision and its implementation;

Managing a partner’s behavior – control, correction, evaluation of his actions;

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

The development of a system of universal educational actions consisting of personal, regulatory, cognitive and communicative actions that determine the development of the psychological abilities of the individual is carried out within the framework of the normative age development of the personal and cognitive spheres of the child. The learning process sets the content and characteristics of the child’s educational activity and thereby determines the zone of proximal development the indicated universal educational actions (their level of development corresponding to the “high standard”) and their properties.

The organization of joint work of students in a group is essential for the formation of universal communicative actions, as well as for the formation of the child’s personality as a whole. The following advantages of collaboration can be highlighted:

The volume and depth of understanding of the material being learned increases;

Less time is spent on developing knowledge, skills, and abilities than with frontal training;

Some disciplinary difficulties are reduced (the number of students who do not work in class or do homework is reduced);

School anxiety decreases;

The cognitive activity and creative independence of students increases;

Class cohesion increases;

The nature of the relationship between children changes, they begin to better understand each other and themselves;

Self-criticism increases; a child who has experience working together with peers assesses his capabilities more accurately and controls himself better;

Children who help their comrades have great respect for the work of the teacher;

Children acquire the skills necessary for life in society: responsibility, tact, the ability to build their behavior taking into account the position of other people.

In the context of educational objectives, the value of students mastering communicative actions and cooperation skills is dictated by the need to prepare them for the real process of interaction with the world outside of school life. Modern education cannot ignore the fact that learning is always immersed in a certain social context and must meet its requirements and needs, as well as contribute in every possible way to the formation of a harmonious personality.

These tasks include tolerance and the ability to live with others in a multinational society, which in turn involves:

Awareness of the priority of many things common to all members of society

problems over private ones;

Adhering to moral and ethical principles appropriate to the mission

modernity;

Understanding that civic qualities are based on respect for each other

friend and exchange of information, i.e. the ability to listen and hear each other;

The ability to compare different points of view before making decisions and choices.

The developmental potential of communicative educational systems is not limited to the sphere of its immediate application - communication and cooperation, but also directly affects cognitive processes, including the personal sphere of schoolchildren.

Without the introduction of appropriate pedagogical technologies, communicative actions and the competencies based on them will, as today, belong to the sphere of the student’s individual abilities (mostly not meeting modern requirements).

Levels of formation of educational actions (Repkin G.V., Zaika E.V.)

Levels	Indicators	Behavioral indicators
	Lack of educational activities as integral “units” of activity.	Performing only individual operations, lack of planning and control, performing actions by copying the teacher’s actions, replacing the educational task with the task of literal memorization and reproduction.
	Carrying out learning activities in collaboration with the teacher.	Explanations are needed to establish the connection between individual operations and the conditions of the task; independent execution of actions is possible only according to an already mastered algorithm
	Inadequate transfer of learning activities to new types of tasks.
	Adequate transfer of learning activities in collaboration with the teacher.

Characteristics of the results of the formation of UUD in elementary school at different stages of education according to educational methods (developmental education systems: L.V. Zankova, B.D. Elkonina-V.V. Davydova, programs: “School 2100”, “Perspective”)

Personal UUD

Regulatory UUD

Cognitive UUD

Communicative UUD

1. Appreciate and accept the following basic values: “goodness”, “patience”, “homeland”, “nature”, “family”.

2. Respect for your family, for your relatives, love for your parents.

3. Master the roles of the student; formation of interest (motivation) in learning.

4. Evaluate life situations and actions of characters in literary texts from the point of view of universal human norms.

1. Organize your workplace under the guidance of a teacher.

2. Determine the purpose of completing tasks in class, in extracurricular activities, in life situations under the guidance of a teacher.

3. Determine a plan for completing tasks in lessons, extracurricular activities, and life situations under the guidance of a teacher.

4. Use the simplest instruments in your activities: ruler, triangle, etc.

1. Find your bearings in the textbook: determine the skills that will be developed based on studying this section.

2. Answer simple questions from the teacher, find the necessary information in the textbook.

3. Compare objects, objects: find commonalities and differences.

4. Group items and objects based on essential features.

5. Retell in detail what you read or listened to; determine the topic.

1. Participate in dialogue in class and in life situations.

2. Answer questions from the teacher and classmates.

2. Observe the simplest norms of speech etiquette: say hello, say goodbye, thank you.

3. Listen and understand the speech of others.

4. Participate in pairs.

1. Appreciate and accept the following basic values: “kindness”, “patience”, “homeland”, “nature”, “family”, “peace”, “true friend”.

2. Respect for your people, for your homeland.

3. Mastering the personal meaning of learning, the desire to learn.

4. Assessment of life situations and actions of characters in literary texts from the point of view of universal human norms.

1. Organize your workplace independently.

2. Follow the regime for organizing educational and extracurricular activities.

3. Determine the purpose of educational activities with the help of a teacher and independently.

5. Correlate the completed task with the example proposed by the teacher.

6. Use simple tools and more complex devices (compasses) in work.

6. Correct the task in the future.

7. Evaluate your task according to the following parameters: easy to complete, encountered difficulties in completing it.

1. Find your bearings in the textbook: determine the skills that will be developed based on studying this section; define the circle of your ignorance.

2. Answer simple and complex questions from the teacher, ask questions yourself, find the necessary information in the textbook.

3. Compare and group items and objects on several grounds; find patterns; independently continue them according to the established rule.

4. Retell in detail what you read or listened to; make a simple plan.

5. Determine in which sources you can find the necessary information to complete the task.

6. Find the necessary information both in the textbook and in the dictionaries in the textbook.

7. Observe and draw independent simple conclusions

1.Participate in dialogue; listen and understand others, express your point of view on events and actions.

1. Appreciate and accept the following basic values: “kindness”, “patience”, “homeland”, “nature”, “family”, “peace”, “true friend”, “justice”, “desire to understand each other”, “ understand the position of the other."

2. Respect for one’s people, for other peoples, tolerance for the customs and traditions of other peoples.

3. Mastering the personal meaning of the teaching; desire to continue their studies.

4. Assessment of life situations and actions of characters in literary texts from the point of view of universal human norms, moral and ethical values.

1. Organize your workplace independently in accordance with the purpose of completing tasks.

2. Independently determine the importance or necessity of performing various tasks in the educational process and life situations.

3. Determine the purpose of educational activities with the help of yourself.

4. Determine a plan for completing tasks in lessons, extracurricular activities, and life situations under the guidance of a teacher.

5. Determine the correctness of the completed task based on comparison with previous tasks, or on the basis of various samples.

6. Adjust the execution of the task in accordance with the plan, conditions of execution, and the result of actions at a certain stage.

7. Use literature, tools, and equipment in your work.

8. Evaluate your assignment according to parameters presented in advance.

select the necessary sources of information among the dictionaries, encyclopedias, and reference books proposed by the teacher.

3. Retrieve information presented in different forms (text, table, diagram, exhibit, model,

a, illustration, etc.)

4. Present information in the form of text, tables, diagrams, including using ICT.

5. Analyze, compare, group various objects, phenomena, facts.

1. Participate in dialogue; listen and understand others, express your point of view on events and actions.

2. Formulate your thoughts in oral and written speech, taking into account your educational and life speech situations.

4. Performing various roles in the group, collaborate in jointly solving a problem (task).

5. Defend your point of view, observing the rules of speech etiquette.

6. Be critical of your opinions

8. Participate in the work of the group, distribute roles, negotiate with each other.

2. Respect for one’s people, for other peoples, acceptance of the values of other peoples.

3. Mastering the personal meaning of the teaching; choice of further educational route.

4. Assessment of life situations and actions of characters in literary texts from the point of view of universal human norms, moral and ethical values, and the values of a Russian citizen.

1. Formulate the task independently: determine its goal, plan the algorithm for its implementation, adjust the work as it progresses, independently evaluate it.

2. Use various means when completing a task: reference books, ICT, tools and devices.

3. Determine your own assessment criteria and give self-assessment.

1. Find your bearings in the textbook: determine the skills that will be developed based on studying this section; determine the circle of your ignorance; plan your work to study unfamiliar material.

2. Independently assume what additional information will be needed to study unfamiliar material;

select the necessary sources of information among the dictionaries, encyclopedias, reference books, and electronic disks proposed by the teacher.

3. Compare and select information obtained from various sources (dictionaries, encyclopedias, reference books, electronic disks, the Internet).

4. Analyze, compare, group various objects, phenomena, facts.

5. Draw conclusions independently, process information, transform it, present information based on diagrams, models, messages.

6. Create a complex text plan.

7. Be able to convey content in a compressed, selective or expanded form

Participate in dialogue; listen and understand others, express your point of view on events and actions.

2. Formulate your thoughts in oral and written speech, taking into account your educational and life speech situations.

4. Performing various roles in the group, collaborate in jointly solving a problem (task).

5. Defend your point of view, observing the rules of speech etiquette; argue your point of view with facts and additional information.

6. Be critical of your opinions. Be able to look at a situation from a different position and negotiate with people from different positions.

7. Understand the other person's point of view

8. Participate in the work of the group, distribute roles, negotiate with each other. Anticipate the consequences of collective decisions.

Formation of personal universal educational actions

An indicator of the success of the formation of UUD will be the student’s orientation towards performing actions expressed in the following categories:

I know/can

I do (Table 4).

Psychological terminology	Pedagogical terminology	Child's tongue	Pedagogical guideline (the result of pedagogical influence accepted and implemented by the student) I know/can, I want, I do
Personal universal learning activities.	Personality education (Moral development; and the formation of cognitive interest)		What is good and what is bad "I want to learn" "Learning to succeed" "I live in Russia" “Growing up as a good person” "In a healthy body healthy mind!"
Regulatory universal educational activities.	self-organization	"I can"	“I understand and act” “I’m in control of the situation” “Learning to evaluate” “I think, write, speak, show and do”
Cognitive universal learning activities.	research culture	"I'm studying".	"I search and find" “I depict and record” “I read, I speak, I understand” "I think logically" "I'm solving a problem"
Communicative universal learning activities	communication culture	"We are together"	"Always in touch" "Me and We."

In elementary school, it is necessary for younger schoolchildren to form personal universal learning activities, which are included in the following three main blocks:

self-determination – the formation of the student’s internal position – acceptance and development of the student’s new social role; the formation of the foundations of the Russian civil identity of the individual as a sense of pride in one’s Motherland, people, history and awareness of one’s ethnicity; development of self-esteem and the ability to adequately evaluate oneself and one’s achievements, to see the strengths and weaknesses of one’s personality;

meaning making – search and establishment of personal meaning (i.e. “meaning for oneself”) of learning based on a stable system of educational, cognitive and social motives; understanding the boundaries of “what I know” and “what I don’t know” and the desire to overcome this gap;

moral and ethical orientation – knowledge of basic moral norms and orientation towards fulfilling norms based on an understanding of their social necessity; the ability for moral decentration - taking into account the positions, motives and interests of the participants in a moral dilemma when resolving a moral dilemma; development of ethical feelings - shame, guilt, conscience, as regulators of moral behavior.

Criteria for the formation of personal UUD, it can be argued that they are:

1) the structure of value consciousness;

2) level of development of moral consciousness;

3) appropriation of moral norms that act as regulators of moral behavior;

4) complete orientation of students to the moral content of a situation, action, moral dilemma that requires making a moral choice.

The educational subjects of the humanities cycle (and primarily literature) are most adequate for the formation of the universal action of moral and ethical assessment. Of significant importance are the forms of joint activity and educational cooperation of students, which open up the zone of proximal development of moral consciousness.

Thus, the systematic, purposeful formation of personal educational skills leads to an increase in the moral competence of younger schoolchildren.

It is expected that by the end of primary school the child will have developed the following personal skills:

the student’s internal position at the level of a positive attitude towards school; orientation to the meaningful moments of school reality;

the formation of a broad motivational basis for educational activities, including social, educational and cognitive, external and internal motives;

focus on understanding the reasons for success and failure in educational activities;

interest in new educational material and ways to solve a new particular problem;

the ability to self-assess based on the criterion of success in educational activities;

formation of the foundations of a person’s civil identity in the form of awareness of his “I” as a citizen of Russia, a sense of belonging and pride in his homeland and society; awareness of one's ethnicity;

orientation in the moral content and meaning of both one’s own actions and the actions of those around them;

development of ethical feelings - shame, guilt, conscience - as regulators of moral behavior;

knowledge of basic moral norms and orientation towards their implementation, differentiation of internal moral and social (conventional) norms;

setting for a healthy lifestyle;

a sense of beauty and aesthetic feelings based on familiarity with world and domestic artistic culture;

empathy for other people's feelings.

Thus, when forming personal UUDs, the student’s emotional attitude to the topics being studied, his self-determination and finding personal meaning in each of the topics being studied is always taken into account.

Examples of tasks for the formation of personal universal educational actions in lessons in primary school.

Literacy lessons.

Formation of self-determination - a system of tasks that guides the primary school student to determine which models of linguistic units are already known to him and which are not (tasks like “Pose questions to which you know the answers”).

Formationmeaning formation and moral and ethical orientation - texts that discuss problems of love, respect and relationships between parents and children.

Russian language lessons.

Educational program “Promising Primary School”.

Formation of self-determination: a system of tasks aimed at decentering the primary school student, orienting him to take into account someone else’s point of view, to provide intellectual assistance to cross-cutting heroes who need it when solving difficult problems.

Tasks of type:

- “Help hero 1 explain something, or confirm her/his point of view, or prove something, or answer a given question.”

- “Do you agree with the hero?”

- “How will you answer the hero?”

- “Which judgment do you agree with:...”

- “Do you agree with the hero or do you want to clarify something?”

- “The hero says that these are the same form: “glass.” On what basis does he judge?

The concept of “universal learning activities”

In a broad sense, the term “universal educational actions” means the ability to learn, i.e. the subject’s ability to self-development and self-improvement through the conscious and active appropriation of new social experience.

The ability of a student to independently successfully assimilate new knowledge, to form skills and competencies, including the independent organization of this process, i.e. the ability to learn, is ensured by the fact that universal learning actions as generalized actions open up students the opportunity for broad orientation both in various subject areas and in the structure of the educational activity itself, including awareness of its target orientation, value-semantic and operational characteristics. Thus, achieving the ability to learn requires students to fully master all components of educational activity, which include: cognitive and educational motives, educational goal, educational task, educational actions and operations (orientation, transformation of material, control and evaluation). The ability to learn is a significant factor in increasing the efficiency of students’ mastery 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 educational actions:

ensuring the student’s ability to independently carry out learning activities, set educational goals, seek and use the necessary means and methods to achieve them, monitor and evaluate the process and results of the activity;
creating conditions for the harmonious development of the individual and his self-realization based on readiness for lifelong education; ensuring the successful acquisition of knowledge, the formation of skills, abilities and competencies in any subject area.

Personal UUD provide students with value and semantic orientation (the ability to relate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior), as well as orientation in social roles and interpersonal relationships. In relation to educational activities, three types of actions should be distinguished:

self-determination - personal, professional, life self-determination;
meaning formation is the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what motivates the activity, for the sake of which it is carried out. The student must ask the question “what meaning does the teaching have for me,” and be able to find an answer to it;
moral and ethical orientation is the action of moral and ethical assessment of the acquired content, ensuring personal moral choice based on social and personal values.

Regulatory UUD provide students with organization of their educational activities. These include the following:

goal setting - as setting an educational task based on the correlation of what is already known and learned by the student 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 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 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 actual product;
assessment – the student’s identification and awareness of what has already been learned and what still needs to be learned, assessing the quality and level of learning;
self-regulation as the ability to mobilize strength and energy; the ability to exert volition – to make a 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 identification and formulation of a cognitive goal;
search and selection of necessary information; application of information retrieval methods, including using computer tools;
structuring knowledge;
conscious and voluntary construction of a speech utterance in oral and written form;
choosing the most effective ways to solve problems depending on specific conditions;
reflection on methods and conditions of action, control and evaluation of the process and results of activity;
semantic reading; understanding and adequate assessment of the language of the media;
formulation and formulation of problems, independent creation of activity algorithms when solving problems of a creative and exploratory nature.

A special group of general educational universal actions consists of sign-symbolic actions:

modeling;
transformation of the model in order to identify general laws that define a given subject area.

Logical universal actions:

analysis;
synthesis;
comparison, classification of objects according to selected characteristics;
subsuming under the concept, derivation of consequences;
establishment of causal relationships;
building a logical chain of reasoning;
proof;
hypotheses and their justification.

Statement and solution of the problem:

problem formulation;
independent creation of ways to solve problems of a creative and exploratory nature.

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

planning educational cooperation with the teacher and peers - defining goals, functions of participants, methods of interaction;
asking questions – proactive cooperation in searching and collecting information;
conflict resolution - identification, identification of problems, search and evaluation of alternative ways to resolve conflicts, decision-making and its implementation;
managing the partner’s behavior – monitoring, correction, evaluation of the partner’s actions;
the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication, mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

Development of the UUD system as part of personal, regulatory, cognitive and communicative actions that determine the formation of the psychological abilities of the individual, it is carried out within the framework of the normative age development of the personal and cognitive spheres of the child. The learning process determines the content and characteristics of the child’s educational activity and thereby determines the zone of proximal development of the indicated learning activities - the level of their formation, corresponding to the normative stage of development and relevant to the “high norm” of development, and properties.

The criteria for assessing the development of students’ learning skills are:

compliance with age-psychological regulatory requirements;
compliance of UUD properties with predetermined requirements.

Conditions ensuring 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 the goal of the educational process determines its content and organization.
The formation of UUD occurs in the context of mastering various subject disciplines.
UUD, their properties and qualities determine the effectiveness of the educational process, in particular the acquisition of knowledge and skills, the formation of an image of the world and the main types of student competence, including social and personal.

The key task of introducing the second generation Federal State Educational Standards is the implementation of a program for the formation of universal educational activities.

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

In a narrower (actually psychological meaning) this term can be defined as a set of methods of action of a student (as well as associated learning skills) that ensure his ability to independently acquire new knowledge and skills, including the organization of this process.

Such student's ability to learn independently successfully assimilate new knowledge, skills and competencies, including independent organization of the assimilation process, i.e. ability to learn is ensured by the fact that universal educational actions as generalized actions open up the possibility of broad orientation students - as in various subject areas, and in the structure itself learning activities, including students’ awareness of its target orientation, value-semantic and operational characteristics.

Thus, achieving the “ability to learn” presupposes the full mastery of all components of educational activity, which include: 1) cognitive and educational motives, 2) educational target, 3) educational task, 4) educational actions And operations(orientation, material transformation, control and evaluation). “The ability to learn” is a significant factor in increasing the efficiency of students’ mastery of subject knowledge, skills and the formation of competencies, an image of the world and the value-semantic foundations of personal moral choice.

Functions of universal learning activities include:

Ensuring the student’s ability to independently carry out learning activities, set educational goals, seek and use the necessary means and methods to achieve them, monitor and evaluate the process and results of the activity;

Creating conditions for the harmonious development of the individual and his self-realization based on readiness for lifelong education; ensuring the successful acquisition of knowledge, skills and abilities and the formation of competencies in any subject area.

As part of the main types of universal educational activities, dictated by the key goals of general education, four blocks can be distinguished:

1) personal;

2) regulatory (including also actions self-regulation ) ;

3) informative ;

4) communicative .

Let's look at these UUD blocks in more detail.

Personal universal educational activities provide students with value-semantic orientation (the ability to correlate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. In relation to educational activities, three types of actions should be distinguished:

Personal, professional, life self-determination;

Action meaning formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what motivates the activity, for the sake of which it is carried out. The student must ask the question “what meaning does the teaching have for me,” and be able to find an answer to it.

The action of moral and ethical assessments digestible content, based on social and personal values, ensuring personal moral choice.

Evaluation criteria:

Motivation for educational activities;

Formation “the student’s internal position”

Regulatory actions.

The development of regulatory actions is associated with the formation of arbitrariness of behavior. Arbitrariness acts as the child’s ability to structure his behavior and activities in accordance with the proposed patterns and rules, to plan, control and correct the actions performed, using appropriate means. Regulatory actions include:

- goal setting as setting an educational task based on the correlation of what is already known and learned by the student and what is still unknown;

P planning– determination of 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 level of assimilation, its time 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 actual action and its product;

- grade- highlighting and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of learning;

Strong-willed self-regulation as the ability to mobilize strength and energy; the ability to exert volition - to make a choice in a situation of motivational conflict and to overcome obstacles.

Evaluation criteria:

Cognitive universal actions include general educational, logical, problem posing and solving activities .

1.General education universal actions:

Independent identification and formulation of a cognitive goal;

Search and selection of necessary information; application of information retrieval methods, including using computer tools:

Sign-symbolic - modeling– transformation of an object from a sensory form into a model, where the essential characteristics of the object are highlighted (spatial-graphic or sign-symbolic) and model transformation in order to identify general laws that define a given subject area;

Ability to structure knowledge;

The ability to consciously and voluntarily construct a speech statement in oral and written form;

Selecting the most effective ways to solve problems depending on specific conditions;

Reflection on methods and conditions of action, control and evaluation of the process and results of activity;

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

Universal brain teaser actions:

Analysis of objects in order to identify features (essential, non-essential)

Synthesis as the composition of a whole from parts, including independently completing, replenishing the missing components;

Selection of bases and criteria for comparison, seriation, classification of objects;

Summarizing concepts, deriving consequences;

Establishing cause-and-effect relationships,

Construction of a logical chain of reasoning,

Proof;

Proposing hypotheses and their substantiation.

Statement and solution of the problem:

- problem formulation;

Independent creation of ways to solve problems of a creative and exploratory nature.

Evaluation criteria:

Communication actions ensure 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 cooperation with peers and adults.

Species communicative actions are:

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

Questioning – proactive cooperation in searching and collecting information;

Conflict resolution - identifying, identifying a problem, searching and evaluating alternative ways to resolve a conflict, making a decision and its implementation;

Managing the partner’s behavior – monitoring, correction, evaluation of the partner’s actions;

The development of a system of universal educational actions consisting of personal, regulatory, cognitive and communicative actions that determine the development of the psychological abilities of the individual is carried out within the framework of the normative age development of the personal and cognitive spheres of the child. The learning process sets the content and characteristics of the child’s educational activity and thereby determines zone of proximal development of the indicated universal educational actions - their level of development, corresponding to the normative stage of development and relevant to the “high norm” of development, and properties.

The work of a psychologist, thus, becomes a necessary element of the school’s educational process management system, since the results of his activities involve assessing the quality of education in the school according to a number of mandatory criteria. The introduction of these criteria determines the entire process of modernizing the psychological and pedagogical training of participants in the educational process.

Among the criteria for the success of psychological and pedagogical support are:

1) the success of the student’s activities;

2) carrying out activities without significant impairment of physical and mental health;

3) satisfaction with one’s activities, one’s position;

4) linking your personal plans and interests with this activity in the future.

In order to realize the requirements that are laid down in education standards, it is also necessary to implement a competency-based approach to training and education, which puts in the first place not the awareness of the student (teacher, parent), but the ability to organize their work. The point of this approach is that the student must be aware of the formulation of the task itself, evaluate new experience, and control the effectiveness of his own actions. The psychological mechanism for the formation of competence differs significantly from the mechanism for the formation of conceptual “academic” knowledge. It is understood that the student himself forms the concepts necessary to solve the problem. With this approach, educational activities periodically acquire a research or practical-transformative character.

Psychological support for the implementation of the Federal State Educational Standard has powerful potential and is one of the means of increasing interest in innovation. Contributes to the analysis of the school environment from the point of view of the opportunities that it provides for the learning and development of the student, and the requirements that it places on his psychological capabilities and level of development; determining psychological criteria for effective learning and development of schoolchildren, developing and implementing certain activities, forms and methods of work, which are considered as conditions for successful learning and development of schoolchildren.

Tasks of psychological support for the formation of universal educational actions in students.

identification of age-related characteristics for the formation of universal educational actions in relation to secondary education;

identifying the conditions and factors for the development of universal learning activities in the educational process and drawing up psychological and pedagogical recommendations for their development;

selection of methods and means for assessing the formation of universal educational actions.

Directions of work for psychological support of universal educational activities.

Consulting teachers on issues of improving the educational process (supporting individual educational trajectories, assisting teachers in lesson planning, taking into account the requirements of the Federal State Educational Standard of LLC).

Diagnostics from the point of view of the required competencies of students upon completion of a certain stage of training.

Enlightenment is overcoming false and far-fetched psychological knowledge that exists among both teachers and parents.

Expert assessment of educational and training programs, projects, manuals, professional activities of specialists.

Development and correction.

Expected result of psychological support of universal educational activities.

In the sphere of personal universal educational activities, middle-level graduates will develop the internal position of the student, adequate motivation for educational activities, including educational and cognitive motives, orientation towards moral standards and their implementation.

In the field of regulatory universal educational activities, graduates will master all types of educational activities aimed at organizing their work in an educational institution and outside it, including the ability to accept and maintain an educational goal and task, plan its implementation (including internally), monitor and evaluate their actions and make appropriate adjustments to their implementation.

In the field of cognitive universal educational activities, graduates will learn to perceive and analyze messages and their most important components - texts, use sign-symbolic means, including mastering the action of modeling, as well as a wide range of logical actions and operations, including general techniques for solving problems.

In the field of communicative universal educational activities, graduates will acquire the ability to take into account the position of the interlocutor (partner), organize and carry out cooperation and cooperation with the teacher and peers, adequately perceive and transmit information, display the subject content and conditions of activity in messages, the most important components of which are texts.

Teachers' difficulties in mastering new standards.

A negative attitude towards the Federal State Educational Standard is due to the inherent fear of new things in many people. Teachers are afraid of change because... this is associated with risk, uncertainty, and lack of guarantee that changes will lead to the better and not make things worse. The essence of this phrase is quite accurately expressed in William Shakespeare’s famous phrase from Hamlet’s monologue: “It is better to put up with familiar evil than to strive for unfamiliar good.” There are objective reasons for a negative attitude towards the standards due to the large number of shortcomings of the Federal State Educational Standards, which complicate the process of mastering for teachers. Restructuring established beliefs, habits, methods, traditions, etc. in the work of a teacher - a mature person and a specialist - a serious problem for the teachers themselves, and for school leaders, since there is obvious or hidden resistance to mastering new things. In addition, as a consequence of conservatism and fear of the new, unknown, unusual, some teachers begin to imitate mastering the Federal State Educational Standard.
Fatigue from endless pseudo-innovations in previous years. They gave rise to a persistent mistrust of the teaching community in the new standards. Many teachers, without understanding the essence, considered the Federal State Educational Standard to be another pseudo-innovation, interest in which, supposedly, will soon disappear. Many teachers and school leaders view the introduction of new standards as another dirty trick on the part of the authorities. This implies the need for very difficult additional work by school leaders to motivate and stimulate teaching staff.
All teachers have an acute shortage of time. Excessive workload, classroom management, creation of work programs, electronic journals, increased flow of reports, monitoring, certificates in connection with the development of the Federal State Educational Standard - there was an acute shortage of time to prepare for lessons and to participate in methodological work. The lack of time for normal work and life has become catastrophic, which is why teachers experience professional burnout - and as a consequence - psychoneuroses, depression, a feeling of hopelessness and despair.

What is needed here is consistent work with educational authorities to free up teacher time, persistent struggle at all levels with the help of trade unions, labor inspectorates, and naming those people who are to blame for the overload of teachers. However, the desire to comprehend new educational standards is a more worthy path than profanation of work or imitation of innovative activity due to reluctance to fight for improving working conditions (primarily temporary conditions).

Lack of new textbooks that meet the requirements of the Federal State Educational Standard. We have to master new standards using old textbooks - the content of the texts does not contribute to the formation of both meta-subject and personal results, since the tasks for these texts are aimed primarily at testing memory and reproducing what has been read.
Teachers’ difficulties in self-diagnosis of professional problems associated with mastering the Federal State Educational Standard. – many teachers do not know their own professional defects, have no idea what they need to know and be able to do in order to successfully master the professional standard.
Poor knowledge of the theoretical foundations and, above all, the conceptual and terminological apparatus of the Federal State Educational Standard.
Lack of understanding of the essence of the system-activity approach in organizing lessons and extracurricular activities.
Lack of understanding of the relationship between subject, meta-subject and personal results of education, their holistic, systemic nature.
Misunderstanding of the connection between the triune goal of teaching, upbringing and development in the classroom with obtaining specific subject, meta-subject and personal educational results.
The teacher’s ignorance of the essence and methods of organizing project and educational and research activities of students, which presupposes the Federal State Educational Standard.
The impossibility of developing Federal State Educational Standards skills and competencies in children since the teacher himself does not master them. For example, fulfilling a mandatory requirement for a lesson: offering students tasks to apply known knowledge only in an unfamiliar (new) situation.
The inability to assess the development of meta-subject and personal results of education, allegedly due to the lack of an assessment system, criteria, control and measurement results, or at least control and evaluation materials to determine the degree of formation of meta-subject and personal results.
The standards lack an accurate and clear mechanism for assessing meta-subject and personal educational outcomes. The problem is that such a measurement mechanism (as teachers understand it) does not and cannot exist for objective reasons, and the existing knowledge assessment system is not accurate and is not the result of measurements. At the same time, the teachers’ claim does not deny the possibility of assessment.
The habit of considering control and assessment work exclusively as the activity of teachers alone without any participation of schoolchildren.
Lack of cooperation skills and methodological work of teachers.
Lack of conditions (shortage or complete absence of premises, lack of unified state funding, etc.) for organizing extracurricular educational activities required by the Federal State Educational Standard.
Inability to involve parents in helping teachers and children master the Federal State Educational Standard. We are talking about preparing and holding meetings of parents, informing them about the content of the new standards, telling them how their assistance can be expressed to children in mastering learning tools, and involving parents in organizing extracurricular developmental activities.

Each of the reasons is very significant; their presence actually shifts all concerns about mastering the standards onto the shoulders of schools and teachers.

For the first time in the domestic practice of school management, not a strictly precise (measurable), but a framework principle for regulating the activities and relationships of teachers and students is introduced.

The framework principle means: exemplary, indicative, suggesting variations depending on the capabilities of a particular child, which the previous interpretation of the word “standard” did not assume or allow and therefore gave rise to contradictions in assessing the quality of education of especially weak students, directly pushing teachers towards falsification and percentage mania.

In fact, the standard poses a classic design task for every teacher and school staff to optimize the educational process. It looks something like this:

Given: time of training and age of students (curriculum for classes and groups), a certain set of subject knowledge and pedagogical technologies (approximate training program for the subject).

Required: to obtain at each level of education fixed subject, meta-subject and personal educational results for each student in the fork from the required minimum to the possible optimum. At the same time, the educational minimum standard is formulated as “the student will learn,” and the optimum as “the student will have the opportunity to learn.” Subject results depend mainly on the student and his subject teacher, while meta-subject and personal results depend mainly on the entire team of teachers working in a given class with a specific student.

Thus, within the framework of the subject, the teacher independently and freely designs the means of teaching, education and development necessary for the student to achieve the three groups of results defined by the standard.

What is the new difficult right and honorable duty of a teacher to be “free within the framework of the standard”?

1) He needs to break down the final subject, meta-subject and personal results specified by the Federal State Educational Standard for each level of education into results by year, by section and topic, and, finally, by lesson. The teacher will have to do this, guided by his own professional knowledge and experience, and together with those, in agreement with his colleagues on the teaching team. In practice, this means: based on the results of a pedagogical consultation with the student and parents, the expertly determined maximum possible (optimal) results (in grades, quality levels) that the student and teacher can achieve by the end of the reporting period (quarter of the semester, year) are agreed upon. At the same time, the new standards (unlike previous practice) are based on the idea that each child has his own high, average or low level of educational capabilities.

2) The teacher needs to find in his own psychological and pedagogical piggy bank all the necessary and sufficient (optimal) means to achieve all three groups of results together with each of his students in the lesson, outside the lesson, as a result of studying a topic, section, course.

3) The teacher should be a keen analyst and a constant self-monitor and self-corrector of his psychological and pedagogical activities.

4) The teacher, together with his colleagues, will have to determine which of the subject and personal educational results of this year will be introduced for the first time in the lessons of which subjects, as well as in which subjects in the classroom, outside the classroom and in the educational space of the school, the meta-subject and personal results will be consolidated and used already as formed.

In the near future, all of the above means a deep reformatting of the current state of the State Examination and the Unified State Examination, which are still focused on a rigorous test of memory and skills developed through repeated exercises.

However, most practicing teachers point to a number of defects in the Federal State Educational Standard. And one of them is how to implement new requirements and teach your subjects using means, most of which have a psychological basis. The standards record an exaggerated bias towards the field of psychology. Many subject teachers are not ready to study their subjects based on psychological knowledge and solve purely psychological problems. Also, the standards do not take into account gender differences and the fact that the material being studied needs to be presented differently and educational results must also be assessed taking this factor into account.

Among the advantages of the Federal State Educational Standard, it should be noted that it ensures real individualization of education by drawing up and implementing a trust agreement “school-family-student”, which outlines the optimal combination of full-time and distance learning, basic and additional education, budgetary and paid educational services . The Federal State Educational Standard expands the possibilities of varied education (basic, advanced, specialized, inclusive, etc.).

“The main advantage of the new standards is the fact that they directly and indirectly encourage teachers to specifically engage in the development of their intelligence, erudition, and raising the level of general culture, since with the current quality of training and advanced training for teachers, it is impossible to master the standards.” (Director of gymnasium No. 147 in Omsk, candidate of pedagogical sciences Valentina Ivanovna Pogorelova).