Formation of cognitive skills in the classroom. Formation of cognitive skills in the classroom in elementary school. What should we get

Publication date: 03/26/16

Introduction

Modern society is inextricably linked with the process of informatization. Widespread implementation going on information technologies. One of priority areas The informatization process of modern society is the informatization of education, i.e. introduction of new information technologies into the education system.
Knowledge of information technology is put in modern world on a par with such qualities as the ability to read and write. A person who skillfully and effectively masters technologies and information has a different, new style of thinking, a fundamentally different approach to assessing the problem that has arisen, to organizing his activities.

This level corresponds to the way of perceiving information that distinguishes the new generation of schoolchildren who grew up on TV, computers and mobile phones, who have a much higher need for temperamental visual information and visual stimulation.

Elementary education- a special stage in the development of the child. For the first time, learning activity becomes the leading one. But an elementary school student is still a child who loves to play. How to build your work in such a way that children in the lesson are interested, comfortable, but at the same time, so that they learn to think, work hard with educational material, mastering new knowledge.

Modern society needs a person who can successfully live and work fully in a changing world, who is able to independently make a choice, accept custom solution.

The teacher has a problem: how to fulfill the order of modern society, to realize the goals primary education: teach junior schoolchildren learn, get the maximum effect in the development of thinking and creativity.

The purpose of my work is to to uncover mechanism for the development of cognitive UUD of a younger student in the lessons of the world around by means of ICT.

The relevance of the work determined by the need to obtain high-quality knowledge of students.

In the context of the transition to the GEF IEO, one of the key tasks is the formation of ULD, the leading place among which is occupied by cognitive UUD. Cognitive actions are an essential resource for achieving success and have an impact both on the effectiveness of the activity itself and communication, and on self-esteem, provide the ability to know the world around.

An object research: the process of teaching younger students using information and communication technologies.
Subject T research: cognitive UUD of younger schoolchildren.
hypotheses A The study is based on the assumption that the use of information and communication technologies in the lessons of the surrounding world contributes to the formation of cognitive UUD.
In accordance with the purpose, object, subject and hypothesis of the study, the following tasks :
1. To highlight the directions of using ICT in the lessons of the outside world for the development of cognitive UUD.
2. To develop a system for the use of ICT in the lessons of the outside world, which ensures the development of cognitive UUD.
3. Determine the types of tasks for the formation of cognitive UUD through ICT at different stages of the lesson.

1.1. Areas of work

The use of ICT in the lessons of the surrounding world allows you to move from an explanatory-illustrated way of teaching to an activity-based one, in which the child becomes an active subject. learning activities.

I use information and communication technologies in the following areas:

The multimedia presentations I use in the lessons of the world around me make the lessons more interesting, include not only vision, but also hearing, emotions, imagination in the process of perception, help children dive deeper into the material being studied, make the learning process less tiring, go on exciting journeys.

In the presentation I include visual information in the form of video clips, films about nature and the surrounding life.
I create presentations not only in Power Pont format, but also in Smart Notebook format.

The use of an interactive whiteboard helps to make the learning process bright, visual, dynamic in my work.

The gallery of built-in interactive tools, the functionality of the Smart Notebook program give me scope for creating various cognitive tasks, tests, crossword puzzles, entertaining games through which each student is involved in cognitive process and is a really active participant in the lesson.

The use of an interactive whiteboard in the lessons of the world around us significantly saves time, increases teaching load student in the classroom by increasing the flow of information, stimulates the development of mental and creative activity, includes all students in the class, increases the motivation for learning.

Virtual tour in the Moscow Kremlin, in the Novgorod Kremlin, a tour of the Bolshoi Theater virtual journey in Kizhi;

- organizework with electronic encyclopedias;

- I select interactive tasks, posters, maps

Examples of my use of Internet resources are presented in Appendix 1, p.

In my lessons I use ready-made training programs."Nature and Man" "Lessons of Cyril and Methodius" For an effective search for information, we turn to electronic children's encyclopedias.

PowerPoint presentations;

Smart Notebook;

Quizzes;

Trainers. Annex 2, p.

As part of the implementation of the GEF IEO in December 2012, our school received new digital equipment. Modern digital laboratory in addition to digital electronic whiteboard includes laptops, microscopes, digital sensors. Having studied the possibility of using digital laboratory equipment, began to actively use it in her work.

I organize various types of work on laptops in the classroom:

P tests;

P simulators;

P editing messages;

P search for information;

P tasks of a creative nature;

P design, modeling;

P partial search work;

I include work on laptops at different stages of the lesson - during the actualization of knowledge, the formulation of a problem situation, the introduction of new knowledge, their generalization, consolidation, during vocabulary work, to control knowledge, skills, in monitoring to track learning outcomes, with individual and group work.

I develop students' information literacy in the lessons of the world around them on the basis of working with different sources of information.

It helps to support the child's desire for independent activity, develop interest in experimentation, and create conditions for research activities. working with a microscope.

The system of work on the use of a digital microscope in the lessons of the world around the EMC "Perspective Primary School" is drawn up in Appendix 3, p.

Working with a microscope allows you to conduct a lesson at a high modern level, increases students' interest in the subject being studied, and significantly expands their knowledge.

Working with digital sensors in the lessons of the world around. (I'll finish this paragraph)

- "Measurement of heart rate at different physical activity" We measured the pulse before and after the physical education lesson.

Temperature measurements environment in the classroom after each lesson and at recess after airing. The data was presented in the form of a bar chart and a graph.

1.2 Activities that contribute to the formation of cognitive UUD:

Use at work reference schemes, tables allows you to manage the cognitive activity of students, increase the information capacity of the lesson, use different forms of work, facilitates the assimilation of new material in the lesson.

- organizing research and project activities students

P Research projects:

"The Red Data Book of the Cherepovets region..."

“Remember our old times”

"The Importance of the Forest in Human Life" - regional competition of social projects "For the Benefit of the Fatherland"

"Shade-loving and light-loving plants of our class"

P Creative projects:

Project "Birds are our friends!"
"Indoor plants of our class"

P Informational:

"My pets" mini-encyclopedia creation

P Practice oriented:

“Medicinal plants Vologda region».

Significant assistance to children is provided by parents: (selection of materials for messages and presentations, conducting joint experiments, visiting research laboratories)

Usage local history material(regional component) in the lessons of the world around. I include tasks to search for additional information about the Vologda Oblast, the Cherepovets District, the village of Tonshalovo, lay the foundations for cognitive interest in the study of my region as the surrounding microworld, create conditions for the formation of moral feelings, ethics of behavior, the ability to adapt to the surrounding life, fostering a sense of love for small homeland. Sukhomlinsky V.A. wrote: “Let the memories of a small corner of distant childhood remain in the heart of every baby for life. Let the image of the great Motherland be associated with this corner.”

One of the techniques that activate the cognitive activity of students are crossword puzzles. I select and develop crossword puzzles for lessons, I suggest compiling them for the students themselves. Appendix 4

I practice active forms of work with students: games - quizzes. When answering questions that need to apply the acquired knowledge. (The game includes 4 topics. Each topic is divided into questions of varying complexity. Answers are offered, one of which is correct.) Appendix 5.

In lessons, as homework includes works that require search activities, making an independent decision.

I organize systematic work to prepare for OKO monitoring.

I work with gifted children.

Jan Amos Kamensky also called for making the work of a schoolchild a source of mental satisfaction and spiritual joy. So that the child successfully mastered initial program education, he must think. Therefore, I strive to build my lessons in such a way that children can expand their horizons, develop curiosity and inquisitiveness, train attention, imagination, memory, and thinking.

To optimize cognitive activity, along with traditional lessons, I conduct:

Travel lessons;

Lessons-KVNy;

Competitions;

Ecological tales;

- meetings of the club "We and the surrounding world";

As a rule, these are lessons for consolidating previously studied material.

1.3 Types of tasks for the formation of cognitive UUD.

According to A.G. Asmolov, for successful learning V primary school The following universal cognitive learning activities should be formed:

s general educational;

s boolean;

s posing and solving problems.

I. Tasks that allow students to master logical actions comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishing analogies and cause-and-effect relationships in the lessons of the world around.

For example:

- Match dates and events. For every date

pick up historical event. Connect with arrows.

- Look at pictures of birds. Which of the birds inhabiting the territory of the Vologda Oblast most likely feeds on small mammals? Justify your answer.

- Below are the names of animals and plants:

Insert the names of three living organisms into the diagram so that you get

food chain:

II. The use of sign-symbolic means presentation of information to create models of the studied objects and processes, schemes for solving educational and practical problems.

Tell me according to the diagram on the ID: “What kind of transport is there?”.

Look at the conservation signs young naturalists have drawn in their forest. Design and draw your own nature conservation sign.

The use of cognitive UUD in the lessons of the surrounding world allows you to:

Cognitive UUD	Examples of tasks for the formation of cognitive learning activities.
The ability to extract the necessary information presented in various forms (verbal, illustrative, schematic, tabular, symbolic, etc. in various sources (textbook, atlas of maps, reference literature, dictionary, Internet, etc.);	Explain the movement of the Earth relative to the Sun and its relationship between the change of day and night, the basic rules for handling gas, electricity, water, human influence on nature natural areas; find geographic features on the map prepare stories with the help of presentations about the family, household, professions, make a family tree of the family;
Research	Relationships between the vital activity of plants, animals and seasons); Conduct group observations during excursions
Distinguish and compare	Using laptops, information on ID slides, plants and animals, natural objects and products, studied minerals, trees, shrubs and grasses, wild and cultivated plants, wild and domestic animals, day, night, seasons, different forms of the earth's surface, different pond shapes, solid bodies, liquids and gases;
Group	Objects of nature by signs: domestic - wild, cultivated - wild, living - inanimate nature
Analyze	Examples of human use of the riches of nature, the influence of modern man on nature, to evaluate examples of the dependence of the well-being of people's lives on the state of nature, Discuss in groups; explain;
Observe	Objects and phenomena of nature, the simplest experiments on the study of air, natural resources, soil; watch the weather.
classify	Natural and social objects based on their external features (known characteristic properties)
Establish cause and effect relationships and dependencies	Between animate and inanimate nature, between living beings in natural communities, past and present events, etc.;
Simulate	Model situations for the conservation and protection of nature, situations for the application of the rules for the preservation and promotion of health, the shape of the surface from sand, clay or plasticine, situations for calling emergency help by phone, situations relating to the attitude of schoolchildren to representatives of other nations; Work with ready-made models ( interactive map, globe, use ready-made models to study the structure natural objects, explaining the reasons natural phenomena, the sequence of their course, to model objects and phenomena of the surrounding world); navigate; Create and transform models;
Make simple observations and experiments	The study of natural objects (their properties) and phenomena, setting the task, to select laboratory equipment and materials, pronouncing the course of work, describe observations during the experiment, put forward hypotheses, draw conclusions based on the results, fixing them in tables, in figures, on ID, in oral and written form.

When completing tasks, students acquire skills in working with information: they learn to generalize, systematize, transform information from one type to another (from pictorial, schematic, model, symbolic to verbal and vice versa); encode and decode information (weather conditions, map legend, road signs, etc.).

Thus, most of the information to be studied in the lessons of the course " The world”, must be introduced through observations, comparison of illustrations, assignments, as well as solving problem situations in the classroom. As work experience has shown, the tasks given above, which require reflection and evidence from children, contribute to the formation and development of cognitive universal educational activities.

I share my work experience at the meetings of the Ministry of Defense of teachers primary school, school pedagogical councils, district seminars, professional competitions:

I can say with confidence that the use of ICT in the educational process of elementary school makes it possible to form motivation for learning. The child develops and cognitive interest, and cognitive activity, and cognitive activity. And all this together gives good results. The progress in my class around the world is 100%. The quality of teaching in the subject is 89%. My students are active participants in various competitions around the world:

P Diploma-recipient of the competition "Little Fox" student of 3 "B" class Shamova Daria (December 2014)

P Laureate of the Russian Interregional Intellectual and Creative Competition “The World Around Us”, student of the 3rd “B” class Daniil Gorodishenin; (November 2014)

P Diploma winners of the competition “Video lessons. ru" distance Olympiad on the surrounding world

Gorodishenin Daniil - diploma of the 2nd degree;

Shamova Daria - diploma of the 2nd degree;

Stepichev Dmitry - 3rd degree diploma;

As a result of the study, the following results were obtained:

1. Directions for the use of ICT in the lessons of the surrounding world for the development of cognitive UUD have been identified.
2. A system has been developed for the use of ICT in the lessons of the surrounding world, which ensures the development of cognitive UUD.
3. The types of tasks for the formation of cognitive UUD through ICT at different stages of the lesson are determined.

PERFORMANCE
The benefits of this experience include:
The growth of positive motivation in the lessons with the use of ICT in the lessons of the world around; appendix 6, p.
Improving the productivity of the educational process;
Increasing concentration of attention; appendix 7, page
Formation of computer literacy; appendix 8, page

Increasing the quality of knowledge, appendix 9, p.

Based on the foregoing, it can be concluded that the goal has been achieved, the tasks set have been completed.

Thus, the work spent on managing cognitive activity with the help of ICT tools justifies itself in all respects - it improves the quality of knowledge, promotes the child in general development, he becomes a seeker, thirsty for knowledge, tireless, creative, persistent and hardworking, helps to overcome difficulties, brings joy to the life of a child, creates favorable conditions for a better mutual understanding of the teacher and students, their cooperation in the educational process.

Speech by Gusarova S.A. at the pedagogical council on the topic:

Formation of cognitive UUD at lessons in elementary school

“The child does not want to take ready-made knowledge and will avoid someone who hammers it into his head by force. But on the other hand, he will willingly follow his mentor to seek this very knowledge and master it.

Modern society is characterized by the rapid development of science and technology, the creation of new information technologies that radically transform people's lives. priority goal school education is the formation of the ability to learn.

Therefore, my main goal pedagogical activity- this is the formation of a person who wants and knows how to learn.

Achieving this goal is made possible byformation of a system of universal educational activities .

Universal learning activities (UUD) - these are actions that ensure the mastery of key competencies that form the basis of the ability to learn.

In a broad sense, the words "universal learning activities" mean self-development and self-improvement through the conscious and active appropriation of new social experience.

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

COGNITIVE UUD - this is a system of ways of knowing the world around, building an independent process of search, research and a set of operations for processing, systematizing, generalizing and using the information received.

Therefore, I would like to dwell a little more on the formationcognitive universal educational activities, which for successful learning should be formed already in primary school.

cognitive universal learning activities include: general educational activities, problem posing and solving activities, and logical activities andprovide the ability to cognize the world around: the willingness to carry out directed search, processing and use of information.

TOcognitive UUD skills include: to realize the cognitive task; read and listen, extracting the necessary information, as well as independently find it in the materials of textbooks, workbooks, and other additional literature; carry out operations of analysis, synthesis, comparison, classification to solve educational problems, establish cause-and-effect relationships, make generalizations, conclusions; perform educational and cognitive actions in a materialized and mental form; understand the information presented in a pictorial, schematic, model form, use sign-symbolic means to solve various educational problems.

WITHIt should be remembered that when formingcognitive UUD it is necessary to pay attention to the establishment of links between the concepts introduced by the teacher and the past experience of children, in this case it is easier for the student to see, perceive and comprehend educational material.

I have set the following goals for myself - to adapt the methods and techniques of basic technology, to begin developing a system of tasks that would help form cognitive universal learning activities in students.

To achieve this goal, I consider it necessary to solve the followingtasks :

to teach children to think logically, scientifically, creatively; to make the educational material more evidence-based and convincing for students;

introduce forms of organization into their practice educational process, which would contribute to the formation of solid knowledge on the basis of information independently obtained by students;

use methods, methods and techniques aimed at ensuring the development cognitive activity schoolchildren, the formation of elementary skills.

Consider educational technologies aimed at the formation of cognitive UUD: the technology of problem-dialogical learning, the technology of project-based learning, game technologies, level differentiation, ICT.

1. Technology of problem-dialogical learning

For example, in the lesson of the world around us in the first grade on the topic “Who are birds?” we can create the following problem situation:

Name the distinguishing feature of birds. (These are animals that can fly.)

Look at the slide. What animals do you recognize? (Bat, butterfly, sparrow, chicken.)

What do these animals have in common? (They can fly.)

Can they be classified in the same group? (No.)

The ability to fly will hallmark birds?

What did you assume? And what actually happens? What question arises? (What is the distinguishing feature of birds?)

I suggest that students make an assumption, try to answer the problematic question themselves, and then check or clarify the answer according to the textbook. A situation of contradiction between the known and the unknown is created. At the same time, the knowledge necessary for learning new material is repeated. The teacher needs to teach children to observe, compare, draw conclusions, and this, in turn, helps to bring students to the ability to independently acquire knowledge, and not to receive it in finished form.

2. Project based learning represents the development of ideas problem learning.

The role of a teacher is the role of a curator, adviser, mentor, but not a performer.

The purpose of project-based learning: to master general skills and abilities in the process of creative independent work and develop social consciousness.

In grades 1 and 2, the following projects are successfully implemented in our class:

educational : “Books - babies”, “Numbers in riddles, proverbs and sayings”, “ Living ABC”, “The most beautiful letter"," My favorite pet.

creative : "Visiting the Queen of Golden Autumn and the autumn brothers of the months", "Space Pioneers";

research : "Seven wonderful places of the village of Koshki."

3. Gaming technologies

Forms of conducting lessons using gaming technology can be very different. Most often I use lessons that stimulate cognitive interest such as "Lesson-game", "Lesson-quiz", "Lesson-fairy tale", "Lesson-travel", "Business game", "Lesson-research".

My students are very interested in research. Together we explore in literacy lessons: sound patterns of words, consonants and vowels, around the world: “Why is there mud in snowballs?”, “Where do polar bears live?”,

“When will summer come?”, in mathematics: “Addition and subtraction with the transition through a dozen.”

In mathematics lessons, I use support schemes to solve various types of problems. Such schemes are good to use when compiling a short note. Depending on the condition of the task, it is modified by the student himself. The use of these schemes brings results. At the lessons of the Russian language, I widely use various symbols, diagrams, tables, algorithms. For example, we have a table in which all the studied spellings are encrypted. 1. An unstressed vowel in the root, checked by stress.
2. Voiced / voiceless paired consonants at the end of a word and before other consonants
3. Separating b.

Usageinformation and communication technologies .

The use of ICT in various lessons in elementary school makes it possible to move from an explanatory-illustrated way of teaching to an activity-based one, in which the child becomes an active subject of learning activity. This contributes to the conscious assimilation of knowledge by students.

Of course, such a clear, purposeful, organized system is more conducive to achieving the desired result. But in order to achieve a better final result, a clear diagnostic system for studying the intermediate results of the formation of meta-subject and personal planned results is necessary. It was in this that many questions arose in the direct organization of the educational process at school.
One of them:« How to properly organize monitoring of the formation of UUD.
Unfortunately, the new standards do not provide materials (tables, forms, evaluation sheets, etc.) for fixing the indicators of diagnosing the formation and development of meta-subject and personal results. This makes it difficult to track the indicators of a student's development throughout the entire education in elementary school.
The design and implementation of the process of forming universal educational activities as part of the implementation of the new generation of the Federal State Educational Standards led to the problem of creating a program for monitoring the level of formation of UUD as an application to the Development Program for universal educational activities.

The program is based on methodological manual ed. A. G. Asmolova "How to design universal learning activities in elementary school." The program is recommended for the implementation of psychological and pedagogical support of the educational process in the context of the implementation of the Federal State Educational Standard in primary school.
For the diagnosis and formation of cognitive universal educational activities, the following types of tasks are appropriate:

- "find the differences" (you can set their number);

- "what does it look like?";

Search for superfluous;

- "mazes";

ordering;

- "chains";

ingenious solutions;

Drawing up schemes-supports;

Work with various types of tables;

Compilation and recognition of diagrams;

Working with dictionaries.

After analyzing the results for 2 years, I came to the conclusion that the use of the modern technologies and methods described above leads to stable results.

I believe that with such an organization of the educational process, students lay a solid foundation for successful formation in the main school: an internal need and motivation to learn new things, the ability to learn in a team environment, and self-confidence. The child has the opportunity to realize his abilities, he learns to live in society.

Universal learning activities

The new social demands of society determine the goals of education as general cultural, personal and cognitive development students, providing such a key competence of education as "teach to learn". She got up sharply before the school and currently remains actual problem independent successful assimilation by students of new knowledge, skills and competencies, including the ability to learn. Great opportunities for this are provided by the development of universal educational activities (UUD). That is why the "Planned Results" of the Second Generation Education Standards (FSES) determine not only subject, but meta-subject and personal results.

plays an important role in the educational process formation of cognitive universal educational activities. However, a discussion of the concept and role of the formation of UUD is inconceivable without identifying the meaning of the term "universal learning activities".

In a broad sense, the term "universal learning activities" means the ability to learn, i.e. the ability for self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower sense, this term can be defined as a set of student actions that ensure his ability to independently acquire new knowledge and skills, including the organization of this process. The formation of universal educational activities in the educational process is carried out in the context of the assimilation of different academic disciplines. Every academic subject depending on the subject content and ways of organizing the educational activities of students, it reveals certain opportunities for the formation of UUD.

The formation of universal educational activities in the educational process is carried out in the context of the assimilation of various academic disciplines.

Each academic subject, depending on the subject content and ways of organizing the educational activities of students, reveals certain opportunities for the formation of UUD.

The universal nature of learning activities is manifested in the fact that:

they are of an over-subject, meta-subject nature;
ensure the integrity of general cultural, personal and cognitive development;
ensure the continuity of all stages of the educational process;
underlie the organization and regulation of any activity of the student, regardless of its specially-subject content.

This ability is ensured by the fact that universal learning actions are generalized methods of action 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 goals, value-semantic and operational characteristics. Thus, the achievement of "the ability to learn" involves the full development of all components of educational activity, which include: - learning motives, - learning goal, - learning task, - learning activities and operations (orientation, transformation of material, control and evaluation).

Currently, there are several classifications of universal educational activities. However, the key is the classification presented in the figure below.

Personal universal learning activities provide value-semantic orientation of students and orientation in social roles And interpersonal relationships. In relation to educational activities, two types of actions should be distinguished:

the action of 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 stimulates the activity, for the sake of which it is carried out. The student must ask himself the question of "what is the meaning, the meaning of the teaching for me," and be able to find an answer to it.
the action of moral and ethical evaluation of the content being assimilated, based on social and personal values, providing a personal moral choice.

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

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

Extremely important in today's environment communicative universal learning activities. They are based on communicative competence. As the first component, communicative competence includes the ability to establish and maintain the necessary contacts with other people, satisfactory possession of certain norms of communication and behavior, possession of the "technique" of communication.

Cognitive universal learning activities- this is a system of ways of knowing the world around, building an independent process of search, research and a set of operations for processing, systematizing, generalizing and using the information received.

Aimed at providing specific ways of transforming educational material. Separately, it should be highlighted the fact that they represent modeling actions and perform the functions of displaying educational material, highlighting the essential, separating from specific situational values and forming generalized knowledge. In a number of works on the problem of the formation of ULD sign-symbolic universal learning activities are among the cognitive UUD, but you can regularly find works where sign-symbolic universal learning activities considered as a separate category.

Functions of universal learning activities

Cognitive universal learning activities

In modern pedagogical science under cognitive universal learning activities implies a pedagogically sound system of ways of knowing the world around, building an independent search process, research and a set of operations for processing, systematizing, generalizing and using the information received.

Cognitive UUDs include the following:

general education,
logical action,
problem setting and problem solving activities.

Let's look at each category separately. So, general educational universal actions:

independent selection and formulation of a cognitive goal;
search and selection of the necessary information;
application of information retrieval methods, including using computer tools;
structuring knowledge;
conscious and arbitrary construction of a speech statement in oral and written form;
selection of the most effective ways of solving problems depending on specific conditions;
reflection of the methods and conditions of action, control and evaluation of the process and results of activities;
semantic reading;
understanding and adequate assessment of the language of the media;
statement and formulation of the problem, independent creation of activity algorithms in solving problems of a creative and exploratory nature.

Cognitive actions are also an essential resource for achieving success and have an impact both on the effectiveness of the activity itself and communication, and on self-esteem, meaning formation and self-determination of the student.

Stages of formation of cognitive learning activities

The formation of cognitive universal learning activities occurs in several stages. These stages correspond to scientifically substantiated stages of the formation of universal educational activities in general. According to the theory of the planned stage-by-stage formation of actions and concepts by P. Ya. Galperin, the subject of formation should be actions understood as ways to solve a certain class of problems. To do this, it is necessary to single out a system of conditions, the consideration of which not only ensures, but even "forces" the student to act correctly and only correctly, in the required form and with given indicators. This system includes three subsystems:

conditions that ensure the construction and correct implementation by the student of a new mode of action;
conditions that ensure "working out", that is, the cultivation of the desired properties of the mode of action;
conditions that allow you to confidently and fully transfer the performance of an action from an external objective form to a mental plane.

Six stages of internalization of the action are singled out. At the first stage, assimilation begins with the creation of a motivational basis for an action, when the student's attitude is laid to the goals and objectives of the action being assimilated, to the content of the material on which it is practiced. This attitude may change in the future, but the role of the initial motivation for assimilation as a whole is very great.

At the second stage, the formation of the scheme of the orienting basis of the action takes place, that is, the system of guidelines necessary to perform the action with the required qualities. In the course of mastering the action, this scheme is constantly checked and refined.

At the third stage, the action is formed in a material (materialized) form, when the orientation and execution of the action are carried out based on the externally presented components of the scheme of the orienting basis of the action.

The fourth stage is external speech. Here the action is transformed - instead of relying on externally presented means, the student proceeds to describe these means and actions in external speech.

The need for a material representation of the scheme of the orienting basis of action, as well as the material form of action, disappears. Its content is fully reflected in speech, which begins to act as the main support for the emerging action.

At the fifth stage, a further transformation of the action takes place - a gradual reduction in the external, sound side of speech, while the main content of the action is transferred to the internal, mental plane. At the sixth stage, the action is performed in hidden speech and takes the form of one's own mental action.

Empirically, the formation of an action, concept or image can take place with the omission of some stages of this scale; moreover, in a number of cases, such a pass is psychologically quite justified, tk. the student in his past experience has already mastered the appropriate forms and is able to successfully incorporate them into the current process of formation.

Planned results of the formation of universal educational activities.

Types of universal learning activities	Characteristic
Cognitive universal learning activities reflecting the methods of cognition of the surrounding world	to distinguish methods of cognition of the surrounding world according to its goals; identify features of different objects in the process of their consideration (observation); analyze the results of experiments, elementary studies; record their results; recall from memory the information needed to solve learning task; check information, find Additional information using reference literature; apply tables, diagrams, models to obtain information; present the prepared information in a visual and verbal form;
Cognitive universal learning activities, forming mental operations	compare different objects: select from a set one or more objects that have general properties; compare the characteristics of objects according to one (several) features; identify similarities and differences between objects; highlight the general and the particular, the whole and the part, the general and the different in the objects under study; classify objects; give examples as evidence of the provisions put forward; establish causal relationships and dependencies between objects, their position in space and time; perform learning tasks that do not have an unambiguous solution
Cognitive universal learning activities, forming search and research activities	make assumptions discuss issues, plan a simple experiment; choose a solution from several proposed, briefly justify the choice identify the known and the unknown; transform models in accordance with the content of the educational material and the set educational goal; model different relationships between objects the surrounding world, taking into account their specifics; explore your own non-standard solutions; transform an object: improvise, change, creatively remake.

Types of universal learning activities

Characteristic

Cognitive universal learning activities reflecting the methods of cognition of the surrounding world

to distinguish methods of cognition of the surrounding world according to its goals;

identify features of different objects in the process of their consideration (observation);

analyze the results of experiments, elementary studies;

record their results;

recall from memory the information needed to solve learning task;

check information, find Additional information using reference literature;

apply tables, diagrams, models to obtain information;

present the prepared information in a visual and verbal form;

Cognitive universal learning activities, forming mental operations

compare different objects: select from a set one or more objects that have general properties;

compare the characteristics of objects according to one (several) features;

identify similarities and differences between objects;

highlight the general and the particular, the whole and the part, the general and the different in the objects under study;

classify objects;

give examples as evidence of the provisions put forward;

establish causal relationships and dependencies between objects, their position in space and time;

perform learning tasks that do not have an unambiguous solution

Cognitive universal learning activities, forming search and research activities

make assumptions

discuss issues,

plan a simple experiment;

choose a solution from several proposed, briefly

justify the choice

identify the known and the unknown;

transform models in accordance with the content of the educational material and the set educational goal;

model different relationships between objects

the surrounding world, taking into account their specifics;

explore your own non-standard solutions;

transform an object: improvise, change, creatively remake.

The Significance of the Development of Cognitive Universal Learning Actions

The strategic direction of optimizing the system of primary general education is the formation of universal educational activities that ensure the readiness and ability of the child to master the competence "to be able to learn." The theoretical-methodological and scientific-methodological basis of the UUD Development Program is a cultural-historical system-activity approach.

Formation of universal learning activities is a necessary condition for ensuring the continuity of the transition of the child from primary education and the success of his education in the main school. The organization of educational cooperation and joint educational activities, the use of project forms, problem-based learning of an individually differentiated approach, information and communication technologies are essential conditions for increasing the development potential educational programs. Indicators of formation of cognitive universal educational activities

logical operations;
determining the number of words in a sentence;
taking into account the position of the interlocutor;
ability to negotiate, argue;
mutual control, mutual verification.

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By should be understood a system of ways to study the world around us, to create an independent process of research, search. This is a complex of operations for systematization, processing, generalization and subsequent application of the information received. Let us further consider how the formation of cognitive UUD in modern pedagogical practice takes place.

General information

UUD - generalized actions of the student, skills and abilities associated with them. They provide the ability for independent assimilation of new information, skills, knowledge, conscious and active acquisition of social experience, self-improvement. Its integrative nature allows us to define the system under consideration universal action as a core competency. Through it, the "ability to learn" is provided. The key competence is defined by Bondarevskaya as a system of knowledge and skills that has an individual meaning, which is included in the subjective experience and has a universal meaning. This means that it can be applied in various activities in the process of solving many vital problems.

Classification

The developers of the Federal State Educational Standard distinguish the following types of UUD:

Regulatory.
Cognitive.
Communicative.
Personal.

The latter give meaning to the learning process. They are aimed at the acceptance, awareness of schoolchildren of life values. Thanks to them, students can navigate the moral rules and norms. Regulatory actions provide organization. This is achieved through setting goals, forecasting and planning, monitoring and correcting actions, as well as evaluating the effectiveness of assimilation. Communicative UUDs provide collaboration. It involves the ability to listen, understand, plan and implement in a coordinated manner. joint activities. Communication in actions allows you to effectively distribute rodi, establish mutual control of actions. As a result, students acquire the skills to conduct discussions and reach consensus.

Cognitive UUD

This direction includes logical, general educational actions, formulation and solution of the problem. For a modern student, it is extremely important to be able to navigate the flow of information that he receives in the course of training. To effectively acquire knowledge, it is necessary to process and assimilate the material, search for missing information, and comprehend texts. The student should be able to choose the most effective ones, taking into account specific conditions, control and evaluate the process and results of their activities, reflect on the methods and circumstances of actions, as well as formulate and pose problems.

Structure

Cognitive UUD in the classroom involves the following skills:

Read and listen, selecting the necessary information, find them in additional sources, in the materials of textbooks, notebooks, and literature.
Recognize the task.
Perform analytical, synthesizing, comparative, classification operations, formulate cause-and-effect relationships, draw conclusions, generalizations.
To carry out cognitive UUD in mental and materialized forms.
Understand the information presented in a model, schematic, pictorial form, use sign and symbolic means in solving various problems.

Technique

The formation of cognitive UUD in the classroom is carried out by selecting tasks for which the correct results of decisions cannot be found in a finished form in the textbook. Along with this, there are hints in the illustrations and texts, using which the student can correctly solve the problem. As part of the search and allocation of the necessary knowledge, various pedagogical techniques are used. With their help, cognitive UUD are formulated and improved. Mathematics is a subject in which you can use:

Cognitive UUD: "Russian language"

One of the commonly used techniques is the control repetition technique. Children make lists of questions on the entire topic studied. Some students ask questions, while others (on the call of a questioning classmate or teacher) answer. You can also hold a competition for the best list. For example, when studying nouns, children ask the following questions:

What is a noun?
What does it mean?
What nouns characterize animate objects?
How do nouns change?
What questions can inanimate nouns answer?
How is genus determined?
What are the spelling rules for proper nouns?

Control

Cognitive UUD in mathematics lessons, for example, may include:

Modeling

These are special cognitive UUD, which include sign and symbolic actions. For example, when studying the human body, students present its models made independently. Sign-symbolic cognitive UUD in mathematics lessons can include the construction of logical schemes and chains of reasoning, summing up under given concepts, deriving consequences.

Games

The game "yes and no" contributes to linking disparate facts into a single whole. Cognitive UUD of this type put children in an active position. They learn to systematize the information received, listen and delve into the words of classmates. The essence of the game is that the teacher thinks of an object, a number, or some historical / literary hero. Students need to know it. In doing so, they may ask questions that require “yes” or “no” answers. The story "in a chain". The teacher starts the survey with one student. At a certain point, he interrupts him with a gesture, inviting another child to continue.

Creation of algorithms

Cognitive UUD in the classroom contribute to solving problems of a search and creative nature. In the process of studying topics, the teacher can use the following techniques:

Fantastic supplement. Telling the topic, the teacher can, for example, transfer a literary or real hero in time, exclude him from the work. As a "fantastic element" may be the addition of a hero, followed by an analysis of the alleged events. It will be interesting to consider any situation from an extraordinary point of view, for example, through the eyes of an ancient Egyptian or an alien.
Topic intersection. The formation of cognitive UUD may involve inventing or selecting tasks, examples, questions by which the material presented in the current lesson is associated with the previously studied.

Amazing Facts

Of particular importance are cognitive UUD in elementary school. The teacher finds such a plane of consideration of the subject, within which ordinary things become amazing. In this case, we are talking about posing a problem, creating a contradictory situation and understanding it by students. So, for example, using cognitive UUD in elementary school, you can effectively present material on the topic "water". The teacher tells interesting story about what is in one African country children are read about an amazing country where people can walk on water, and this is true. The teacher invites students to look out the window, behind which it is snowing. Thus, the teacher explains the different states of water and its properties.

Design

The techniques that it includes act as the most effective cognitive UUD of younger students. From the 3rd grade, children learn how to create presentations on the computer. They are also given tasks to compile electronic photo albums, record films on the topics studied. Designing can be used in different lessons: mathematics, the world around us, reading, and so on.

Results of using actions

In the work of a teacher, it is important not only the application, but also the constant development of cognitive UUD. With the regular use of certain techniques, both discussed above and compiled independently, there is an intensive professional growth of the teacher. Such pedagogical work ensures the formation in children of the ability for self-improvement and self-development through the acquisition of new experience. Accordingly, there is progress in the learning activities of the students themselves. Improving the ability to acquire knowledge, in turn, acts as a key competence of the student in the framework of the implementation of the Federal State Educational Standard.

Approaches used

Currently, methods for the formation of cognitive UUD are considered by such figures as Peterson, Volodarskaya, Karabanova, Burmenskaya, Asmolov. Peterson's conceptual idea, for example, is that universal learning activities are created just like any other skill. The latter, in turn, goes through several stages:

Presentation of the situation, initial experience and motivation.
Acquisition of knowledge and method of implementation of the action.
Practice in applying the information received, correction and self-control.
Checking the ability to perform actions.

The same path, according to Peterson, is followed by students in the formation of UUD.

Formulation of the problem

To teach a student to formulate and set a task, it is necessary:

To create the ground for the formation of experience and the ability to detect a problem.
Explain the concept.
Explain the importance of your own ability to formulate and pose problems.
Explain how to identify and formulate a problem.

The child must be able to consciously formulate problems. At the end of theoretical and practical knowledge, the acquired knowledge is monitored.

Specificity

Achieving the goal - the ability to formulate and pose problems - does not occur in one lesson. The problem can be solved only through the systematic systematic use of problem-dialogical, activity-based methods. Their use will allow to form the necessary cognitive UUD in children. In the book on the methodology of research teaching, Savenkov considers the problem as an uncertainty, a difficulty. To eliminate it, it is necessary to take actions focused on the study of all the elements associated with the situation that has arisen. In this publication, there are tasks that allow you to develop the ability to see, detect a problem, put forward various hypotheses, formulate questions, make generalizations, and conclusions. It is extremely important for the teacher to develop a system of thoughtful tasks, exercises, and control measures.

inductive method

To get out of a difficult situation, the teacher forms cognitive UUD in students. In particular, general educational activities are being created. They include sign and symbolic UUD - modeling the situation and getting out of it. In the process, the most effective solutions to the tasks set are selected, taking into account specific conditions. It follows from this that most of the information that is to be studied, for example, in the lessons of the surrounding world, should be entered by the inductive method. It involves observation, comparison of paintings, drawings, photographs, the implementation of the proposed tasks, the solution directly in the process of studying the difficult situations that have arisen. Problematic and inductive approaches, which require children to think and put forward arguments, contribute to the formation and improvement of cognitive UUD.

Conclusion

The formation of UUD is considered today one of the priority areas of modern education. The standards that were in force in the past focused on the subject content of the learning process. The basis of education was the volume of skills, abilities, knowledge that a child should master. Modern practice shows that the requirements set for the level of training in specific subjects do not guarantee successful socialization of the student after graduation from school. Supra-subject skills to independently organize their own activities are of key importance.

Tell me and I will forget
Show me and I will remember
Involve me in the process and I will understand
Step back and I will act.
(Ancient Chinese proverb).

The purpose of the master class: to introduce the methods and techniques for the formation and development of UUD in mathematics lessons and the design of tasks in mathematics that form cognitive (logical) UUD.

Methods and forms of work with participants: Presentation of theoretical material; practical implementation and design of tasks aimed at the formation and development of UUD.

In the national presidential initiative "Our New School", approved by the President of the Russian Federation D.A. Medvedev in February 2010, talks about what the school should be like in the 21st century. The characteristics of the new school are given. We are also talking about teachers - “these are new teachers, open to everything new, understanding child psychology and the developmental characteristics of schoolchildren, who know their subject well ...”. The role of the teacher in the modern school is fundamentally changing. We are talking about new teachers who are open to everything new, who understand child psychology and the characteristics of a child's development, who know their subject well. These changes are associated with the introduction of the Federal State Educational Standards of the new generation, the conceptual basis of which is a system-activity approach to the lesson, providing:

formation of a person's readiness for self-development and continuing education;
designing and constructing the social environment for the development of students in the education system;
active educational and cognitive activity of students;
construction of the educational process, taking into account individual age, psychological and physiological characteristics students.

The traditional approach to defining the goals of education focuses on the amount of knowledge. From the standpoint of this approach, the more knowledge a student has acquired, the better, the higher the level of his education. But the level of education, especially in modern conditions, is not determined by the amount of knowledge, their encyclopedic nature. From the standpoint of the competence-based approach, the level of education is determined by the ability to solve problems of varying complexity based on existing knowledge. modern education involves a shift in emphasis from subject knowledge, skills and abilities as the main goal of training to the formation of general educational skills, to the development of independence of educational actions, because the most relevant and in demand in public life competence in solving problems (tasks), communicative competence and information competence. modern school should direct its efforts not to the transfer of ready-made knowledge, but to stimulate the search for knowledge, the development of skills to apply this knowledge in practice. The main goal of the activity approach in teaching is to teach not knowledge, but work. To achieve this goal, such questions are raised and resolved as: what educational material to select and how to subject it to didactic processing; what methods and means of training to choose; how to organize their own activities and the activities of students.

The structure of the lesson from the standpoint of the activity approach is as follows: the teacher creates a problem situation; the student accepts the problem situation; the teacher manages the search activity; the student carries out an independent search; the discussion of the results. Personal development in the education system is ensured through the formation of universal learning activities. Mastering universal educational activities creates the possibility of independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, i.e. ability to learn.

Now, when I have more than 35 years of teaching experience behind me, to the question of what is the essence of the profession of a teacher, I would answer this way: the incomparable joy of standing at the cradle of a student’s thoughts and personality, the ability to see the invisible for many - the process of growing up, becoming a person.

"what it looks like";
"search for the superfluous";
"Labyrinths"";
ordering;
"chains";
clever solutions;
drawing up support schemes;
work with various kinds of tables;
drawing up and recognition of diagrams.

Let us consider in more detail the formation of such logical UUDs as synthesis, comparison, summing up under the concept. In order for the student to master the algorithm of one or another universal educational action, it is very important for the teacher to compose a leading dialogue. The lead-in dialogue is a technique that is aimed at mastering the algorithm corresponding to the UUD.
Table number 1. UUD algorithms.

UUD name	Algorithm	Lead-in dialogue
	1. Determining the purpose of the synthesis. Designation (name) of the synthesized whole. 2. Listing of parts. 3. Connection of parts into a single whole. 4.Checking the image of the synthesized whole.	1. What is the problem? What is the purpose? 2. What should happen? 3. What parts of the future whole do we have? 4. How do we connect? 5. What did we get?
Comparison	1. Purpose of comparison. 2. Object of comparison. 3. Aspect of comparison. 4. Signs of comparison. 5. Establishment of similarities and differences. 6. Conclusion.	1. What needs to be done? (What problem are we solving?) 2. What objects need to be compared for this? 3. What features of objects do we need to compare to solve this problem? 4. How are these objects similar and how are they different according to the selected features? 5. What conclusion did we come to as a result of the comparison? Have we reached the goal?
Bringing under the concept	1. The purpose of bringing under the concept. 2. Isolation (name) of the concept under which the object will be brought. 3. Definition of the object that must be brought under the concept. 4. Isolation of all properties fixed in the definition of the concept. 5. Establishing logical connections between them 6. Checking whether the object has selected properties. 7. Correlation of the result with the goal	1. Why should you do this job? Why is it necessary to recognize (name) this object (phenomenon)? 2. What concept will we work with? What is its definition? 3. What object/phenomenon we need to know about, whether it/it is a part of the whole or whether it/it belongs to the whole. What is the name of this object? How scientific term? 4. What properties must an object have in order for it to belong to the whole / be part of the whole? 5. Should all of these properties be present, or is one of them sufficient? Which one exactly? 6. Does the object have these properties? 7. What conclusion can we draw?

The result of the formation of cognitive UUD will be the ability of the student:

identify the type of tasks and ways to solve them;
to search for the necessary information that is needed to solve problems;
to distinguish between reasonable and unreasonable judgments;
substantiate the stages of solving the educational problem;
to analyze and transform information;
carry out major mental operations(analysis, synthesis, classification, comparison, analogy, etc.);
establish causal relationships;
own common reception problem solving;
create and convert schemes necessary for solving problems;
choose the most effective way problem solving based on specific conditions.

Students' knowledge for this lesson:

A parallelogram is a quadrilateral whose opposite sides are pairwise parallel.
Parallelogram properties:
opposite sides are equal and parallel;
opposite angles are equal;
the sum of the angles adjacent to one of its sides is 180 degrees;
the diagonals of the intersection point are bisected.
Features of a parallelogram:
A quadrilateral is a parallelogram if:
a) the diagonals of the quadrilateral are bisected by the intersection point;
b) opposite sides are equal in pairs;
c) two opposite sides are equal and parallel.

At the stage of updating knowledge, task No. 1 is solved. (Logical operation synthesis).

Task number 1.

draw sharp corner and segments 4 cm and 3 cm long. How can we build a parallelogram using our knowledge of a parallelogram?

Table number 2. "Introductory dialogue in the formation of UUD"

Teacher actions	Student actions
What is an acute angle?	An acute angle is an acute angle whose measure is less than 90 degrees.
Draw an acute angle and segments of a given length.	Draw angles and lines.
What is the problem before us?	Construct a parallelogram.
What should we get?	We should get a parallelogram.
Which geometric figure called a parallelogram?	A parallelogram is a quadrilateral whose opposite sides are parallel and equal.
What parts of the parallelogram we are building do we already have?	We have an angle and two sides of a parallelogram.
What else needs to be built to make a parallelogram?	We need to build two more sides.
What properties of the sides of a parallelogram should we remember for this?	opposite sides parallelograms are equal and parallel.
How are we going to build the missing sides?	On the sides of the angle, we set aside these segments and draw parallel segments through their ends.
And what will we get?	We will get a parallelogram, because the constructed quadrilateral will have opposite sides parallel and equal.
How to check if the quadrilateral we have built is a parallelogram?	It is necessary to measure the opposite sides of this quadrilateral.
What are the results of our measurements?	Opposite sides are equal in pairs.
What is the conclusion?	We have built a parallelogram given an angle and two of its sides.

At the stage of learning new material(properties of a rectangle, square and rhombus) students are invited to do practical work. To do this, all students are divided into three groups. Each group is given handouts: models of a rectangle, square and rhombus; measuring ruler, protractor and table with properties. Before doing the work, students are told the name of the figure with which they will work.

Leading dialogue.

Teacher asks the question: do you think that a rectangle, square and rhombus have properties like a parallelogram and their own special properties that are different from the properties of a parallelogram.

students it is assumed that there is, because they "similar" to a parallelogram, but still differ from it.

Teacher: What do you think we will have to find out in the course of our practical work? What is the purpose of our practical work?

students: We want to compare the properties of a rectangle, a rhombus and a square with the properties of a parallelogram and find out: what are their special properties that a rectangle, a square and a rhombus have.

Teacher: What features of these figures is important for us to compare to solve this problem.

Students: Sides, angles and diagonals.

Teacher: After taking measurements and filling out the table, we will find out what is common and what is the difference between each figure?

In the course of practical work, students take the necessary measurements and fill out the table, each group has its own column, put a “+” sign if this property is characteristic of a quadrilateral and a “-” sign if it is not.

During group work, I control the progress of work in groups, answer questions, regulate disputes, work order, and, in case of emergency, provide assistance to individual students or groups. Very important in such an activity is psychological factor: it is necessary that children see the teacher as a reliable assistant, trust him, meet the requirements and attitudes of the teacher and naturally believe in their own strength, in the possibility of achieving better results. After completing the work, the results are checked using the table on the slide.

Table number 3. "Results of practical work"

Properties	Parallelogram	Rectangle	Square	Rhombus
Opposite sides are equal.
All sides are equal.
Opposite angles are equal.
All angles are right.
The diagonals of the intersection point are divided in half.
The diagonals are mutually perpendicular.
Diagonals bisect the corners.
Diagonals are equal

Teacher: Using the table:

1. Compare the properties of a rectangle with the properties of a parallelogram:

name the general properties of a rectangle and a parallelogram;
Name the properties of a rectangle that a parallelogram does not have.

2. Compare the properties of a square with the properties of a parallelogram:

name the general properties of a square and a parallelogram;
Name the properties of a square that a parallelogram does not have.

3. Compare the properties of a rhombus with the properties of a parallelogram:

name the general properties of a rhombus and a parallelogram;
Name the properties of a rhombus that a parallelogram does not have.

4. What conclusion did we come to?

At the stage of reflection a cognitive universal educational action is formed summing up under the concept, students are invited to solve the following tasks:

Continue suggestions:

A rectangle is a parallelogram whose
A rhombus is a parallelogram whose
A square is a parallelogram whose
Highlight special property diagonals of rectangle, square and rhombus.

If you want children to learn the material in your subject, teach them to think in a systematic way (for example, the main concept-example-application).
Try to help students master the most productive methods of educational and cognitive activity, teach them to learn.
Develop creative thinking by comprehensive analysis of problems; solve cognitive problems in several ways, practice creative tasks more often.
Remember that it is not the one who retells that knows, but the one who uses it in practice. Find a way to teach your child to apply their knowledge.

Therefore, on final stage lesson, students, obviously, should be offered to solve problems of practical content aimed at the formation of UUD: the ability to generalize (bring under the concept).

The workshop produced a batch of quadrangular plates. How to check if the plates will be rectangular, having only a ruler.
Parquet, checking whether the sawn quadrilateral has the shape of a square, makes sure that the diagonals are equal and intersect at right angles. Is such a check sufficient?
In order to make sure that a quadrangular piece of fabric has the shape of a square, this piece is folded twice, first along one and then along the other diagonal. The resulting triangles are exactly aligned both times. Is it possible to say that this piece of cloth is really square?