PLAN:

1. The main tasks of education as an institution of socialization of a young person.

2. Basic guidelines for the design of modern education standards.

3. The concept of universal learning activities.

4. Functionsuniversal learning activities.

5. Types of universal educational activities.

a) personal;
b) regulatory;
c) cognitive;
d) communicative.

6. Conditions that ensure the development of universal educational activities.

BASIC CONCEPTS: value normative characteristics, universal learning activities,

In every society there are always ideas about ideal personality type which reflect a set of value normative characteristics applied to a person by society in a certain historical era. These characteristics of the ideal type of personality find their expression in value orientations. education as a leading institution of personality socialization aimed at forming a repertoire of social attitudes corresponding to these orientations, providing formation of personality as an ideal representative of civil society.

At the heart of the development of modern standards school education lies the idea of ​​education as an institution of socialization of the individual, arising from the main provisions of the cultural-historical concept mental development School of L.S. Vygotsky. In the context of the cultural-historical system-activity approach, firstly, the main tasks of education as an institution of socialization are distinguished, and secondly, a set of value-based normative characteristics of the individual as an ideal representative of civil societies.

The main tasks of education as an institution of socialization include the following:

• introducing a new generation of children, adolescents and youth to the leading values ​​of national and world culture;
• mastery of universal methods of decision-making in various social and life situations at different stages of the age development of the personality;
• reducing the likelihood of risks of social maladaptation and health disorders of the younger generation.

Among the normative characteristics of the individual, which are projected through the education system, are the following social attitudes:

• the formation of civic identity, a person's awareness of himself as a citizen Russian society who respects the history of his Motherland and is responsible for its fate in modern world;
• understanding and respect for the values ​​of other cultures, worldviews and civilizations; a person's awareness of his involvement in the fate of mankind;
• active promotion of the development of peacefulness and open dialogue, contributing to the strengthening of tolerance, solidarity and spiritual unity between people of different beliefs, national cultures, religions and states in modern era;
• willingness to cooperate with other people, trust in other people, collectivism;
• respect for other people as an essential condition for the development of a person's self-respect;
• critical thinking, self-esteem and experiencing the authenticity of one's Self;
• personal identity, the ability of a person to be himself and accept independent solutions in a variety of social, professional and personal situations;
• taking responsibility for one's own decisions, actions and deeds to oneself and other people;
• promoting the growth of competitiveness and prosperity of Russian civil society.

In accordance with the stated tasks and directions, the basic guidelines for the design of modern education standards are:

• highlighting the above-described value orientations of education, which reflect the requirements for education on the part of the family, society and the state;
• selection formation of motivation for learning, cognition and creativity throughout life and "competence to update competencies" as the leading goal of education in the information age;
• understanding of educational standards as conventional norms guaranteeing the availability, quality, effectiveness of education and fixing requirements for educational outcomes, to recruit educational areas And load volume at various levels and stages of education, taking into account the age and individual psychological characteristics of the development of students, to the terms of study, the structure of exemplary educational programs, the control procedure for the educational achievements of students;
• designing variable psychological and pedagogical technologies for the formation universal action, ensuring the development of the individual and building the world at different levels of education, the achievement of the goals of education and the value orientations of education as an institution of socialization of the younger generations in the information age.

Appeal to the development of a program for the development of universal educational activities in the education system meets the new social demands, reflecting the transition of Russia from an industrial to a post-industrial society based on knowledge. The processes of globalization, informatization, accelerating the introduction of new scientific discoveries, the rapid updating of knowledge and the emergence of new professions put forward the requirements for increased professional mobility and continuous education. New social demands define the goals of education as general cultural, personal and cognitive development of students. These goals should provide such a key super-task of education as teach to learn.

Priority direction new educational standards is the implementation developing education potential. current and new the task of education is to ensure the development of universal learning activities (UUD) as psychological component of the fundamental core of the content of education, along with the traditional presentation subject content of specific disciplines.

The most important task modern system education is the formation of a set of UUD, providing learning ability, the ability of the individual to self-development and self-improvement through the conscious and active appropriation of new social experience, and not just the development by students of specific subject knowledge and skills within individual disciplines. At the same time, knowledge, skills and abilities are considered as derivatives of the corresponding types of purposeful actions, since they are generated, applied and stored in close connection with the active actions of the students themselves.

The program for the development of universal educational activities is based on the provisions of the cultural-historical system-activity approach, integrating achievements pedagogical science and practices, including a competency-based approach and an approach based on knowledge, skills and abilities.

In a broad sense, the term "universal learning activities" means the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower (actually psychological) sense, this term can be defined as a set of student actions that provide social competence, the ability to independently assimilate new knowledge and skills, including the organization of this process, cultural identity and tolerance.

Functions UUD consist, firstly, in ensuring the student's ability to independently carry out learning activities, set learning goals, seek and use the necessary means and methods to achieve, monitor and evaluate the process and performance results,
secondly, in creating conditions for the development of the personality and its self-realization in the system of continuous education, the formation of "competence for the renewal of competencies" (Y.A. Kuzminov), tolerant attitudes of the individual, ensuring her life in a multicultural society, high social and professional mobility,
thirdly, in ensuring the successful assimilation of knowledge, skills and abilities, the formation of a picture of the world, competencies in any subject area of ​​knowledge.

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

1. Personal.
2.Regulatory.
3.Cognitive.
4.Communicative.

Personal UUD provide a value-semantic orientation of students (the ability to correlate actions and events with accepted ethical principles, knowledge of moral norms and the ability to highlight the moral aspect of behavior), as well as orientation in social roles and interpersonal relationships. Applied to learning activities Three types of actions should be distinguished:

• personal, professional, life self-determination;
• action meaning formation, those. 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 himself the question of “what is the meaning, the meaning of the teaching for me”, and be able to find an answer to it;
• moral and ethical action evaluation digestible content, providing a personal moral choice based on social and personal values.

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

• goal setting as setting a learning task based on the correlation of what is already known and learned by the students, 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 the level of assimilation; its temporal characteristics;
• control in the form of a comparison of the method of action and its result with a given standard in order to detect deviations from it;
• correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the expected result of the action and its real product;
• grade- highlighting and understanding by students of what has already been learned and what is still to be learned, assessing the quality and level of assimilation;
• strong-willed self-regulation as the ability to mobilize forces and energy; the ability to make an effort of will - to make a choice in a situation of a motivational conflict and to overcome obstacles.

cognitive UUD include general educational, logical actions, and staging actions And problem solution.

General education UUDs include:

• independent selection and formulation of a cognitive goal;
• search and selection of the necessary information; application of information retrieval methods, including using computer tools;
• sign-symbolic: modeling- transformation of an object from a sensual form into a spatial-graphic or sign-symbolic model, where the essential characteristics of the object are highlighted, and model transformation in order to identify general laws, defining this subject area;
• the ability to structure knowledge;
• the ability to consciously and voluntarily build a speech statement in oral and written forms;
• selection of the most effective ways solving problems depending on specific conditions;
• reflection of the methods and conditions of action, control and evaluation of the process and results of activities;
• semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from the listened texts related to various genres; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate evaluation of the language of means mass media;
• statement and formulation of the problem, independent creation of activity algorithms in solving problems of a creative and exploratory nature.

brain teaser UUD assume:

• analysis of objects in order to highlight features (essential, non-essential);
• synthesis as a compilation of a whole from parts, including independent completion, replenishment of missing components;
• choice of grounds and criteria for comparison, seriation, classification of objects;
• summing up under concepts, deducing consequences;
• establishment of causal relationships;
• building a logical chain of reasoning;
• proof;
• hypotheses and their justification.

In UUD setting and solving problems includes the following:

• 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, a partner in communication or activity, the ability to listen and enter into a dialogue; participate in a group discussion of problems; integrate into a peer group and build productive interactions and collaborations with peers and adults. The types of communicative actions are:

• planning educational cooperation with the teacher and peers - determining the goals, functions of participants, ways of interaction;
• posing questions - proactive cooperation in the search and collection of information;
• conflict resolution – identification, problem identification, search and evaluation alternative ways conflict resolution, decision making and its implementation;
• managing the partner's behavior - control, 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; possession of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

The development of the UUD system as part of personal, regulatory, cognitive and communicative actions that determine the formation of the psychological abilities of an individual is carried out within the framework of the normative-age development of the child's personal and cognitive spheres. The learning process sets the content and characteristics of the child's educational activity and thereby determines zone of proximal development indicated UUD - 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 formation of UUD in students are:

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

Conditions for the development of UUD

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

• Formation of UUD as a goal educational process defines its content and organization.
• The formation of UUD takes place in the context of the assimilation of different subject disciplines.
• UUD, their properties and qualities determine the effectiveness of the educational process, in particular the assimilation of knowledge and skills, the formation of an image of the world and the main types of student competence, including social and personal.

The idea of ​​the functions, content and types of UUD should be taken as the basis for building a holistic educational process. The selection and structuring of the content of education, the choice of methods, the definition of forms of education - all this should take into account the goals of the formation of specific types of UUD.

Students master the main types of UUD (personal, regulatory, cognitive and communicative) in the process of studying various academic subjects. Certainly, every academic subject reveals various possibilities for the formation of UUD, determined, first of all, by its function and subject content.

An important place in the teaching of school disciplines should be occupied by the so-called metasubject(i.e. "over-subject" or metacognitive) UUD. They are aimed at the analysis and management by students of their cognitive activity - whether it is value - moral choice in solving a moral dilemma, determining a strategy for solving mathematical problem, memorizing factual material on history or planning a laboratory experiment in physics or chemistry with other students.

Mastering UUD ultimately leads to the formation ability on your own successfully assimilate new knowledge, master skills and competencies, including independent organization of the assimilation process, i.e. ability to learn This ability is ensured by the fact that UUD are generalized actions that open up the possibility of a wide orientation students both in various subject areas and in the structure of the educational activities, including students' awareness of its target orientation, 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:

• cognitive and educational motives;
• educational target;
• educational task;
• educational actions and operations(orientation, material transformation, control and evaluation).

"The ability to learn" is a significant factor in increasing the efficiency of students' mastering of subject knowledge, skills and the formation of competencies, the image of the world and the value-semantic foundations of personal moral choice.

The formation of UUD, which provide a solution to the problems of general cultural, value-personal, cognitive development of students, is implemented as part of a holistic educational process in the course of studying the system of academic subjects and disciplines, in meta-subject activities, organizing forms of educational cooperation and solving important problems of students' life. Such UUD make it possible to move from educational activities carried out jointly and under the guidance of a teacher to activities of self-education and self-education.

The construction of the content of academic subjects and education with a focus on essential knowledge in certain subject areas, as well as the allocation of qualitative indicators of the formation of UUD in relation to value-personal and cognitive development are essential conditions for their formation.

So far in practice schooling work on the development of UUD as a psychological component of the educational process is carried out spontaneously. Only a small number of teachers - innovators, who implement progressive educational technologies and share the thesis about the priority of the student's personal development as the goal of the educational process, are trying to implement the requirement for the formation of UUD. The spontaneous nature of the development of UUD is reflected in the acute problems of school education - in the low level of educational motivation and cognitive initiative of students, as well as the ability of students to regulate educational and cognitive activities, in the insufficient formation of general cognitive and logical actions and, as a result, in school maladaptation, growth deviant behavior. An alternative to the current situation should be the purposeful systematic formation of UUD with predetermined properties, such as awareness, reasonableness, high level generalizations and willingness to apply in various ny subject areas, criticality, mastery.

General recommendations for the formation of UUD in the course of the educational process are as follows.

1. The need to highlight the purpose of the formation of UUD, a clear allocation of their functions in the educational process, their content and required properties in relation to those determined by age psychological characteristics students.
2. Determination of the indicative basis of each UUD, ensuring its successful implementation, and organizing the orientation of students in its implementation.
3. Step-by-step development of universal UUDs, which ensures the transition, firstly, from performing an action based on material means to a mental form of performing an action and, secondly, from joint performance of an action with a teacher or peers to independent performance based on self-regulation.
4. Determination of the connection of each UUD with the subject discipline. Identification of subject disciplines that are the most adequate (favorable) for the formation of specific types of UUD and creating a zone of proximal development for them. Definition of a specific form of UUD in relation to the subject discipline, description of the properties of the action. Development of a system of tasks, including subject-special, general logical and psychological types (P. Ya. Galperin), the solution of which will ensure the formation of the specified properties of UUD.
5. Development of a system of recommendations developed fathers and authors of textbooks and manuals on school subjects in order to ensure the formation of specific types and forms of UUD in this subject discipline. Inclusion as a criterion for peer review of a textbook and study guide the availability of recommendations and training tasks aimed at the formation of UUD.
6.Development teaching aids addressed to teachers in order to ensure the formation of UUD. If necessary, conduct special -psychological and pedagogical training within the framework of existing forms of teaching students of pedagogical universities and advanced training of specialists.

Literature

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Prepared by Arslanov F.G. - Department of Pedagogy and Psychology of the OGPU.

Practical work No. 3

Made by Platonov D.A. IN-15.

1. UUD: definition, functions, types.

The concept of "universal learning activities"

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

The student's ability 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 the possibility for students to have a broad orientation both in various subject areas and in the structure of the educational activity itself, including the awareness of its target orientation, value-semantic and operational characteristics. Thus, the achievement of the ability to learn involves the full development of all components of learning activity by students, which include: cognitive and learning motives, learning goal, learning task, learning activities and operations (orientation, transformation of material, control and evaluation). The ability to learn is an essential factor in increasing the effectiveness of students mastering subject knowledge, the formation of skills and competencies, the image of the world and the value-semantic foundations of personal moral choice.

Functions of universal learning activities:

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

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

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

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

sense formation - the establishment by students of a connection between the 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 himself the question of “what is the meaning, the meaning of the teaching for me”, and be able to find an answer to it;

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

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

goal-setting - as setting a learning task based on the correlation of what is already known and learned by the students, and what is still unknown;

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

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

control in the form of 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 real product;

assessment - the selection and awareness by students of what has already been learned and what is still to be learned, assessing the quality and level of assimilation;

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

Cognitive UUD includes general educational, logical actions, as well as the actions of setting and solving problems.

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 of knowledge;

conscious and arbitrary construction of a speech statement in oral and writing;

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

Reflection of 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;

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

special group general educational universal actions are sign-symbolic actions:

modeling;

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

Boolean generic actions:

· analysis;

synthesis;

comparison, classification of objects according to selected features;

summing up the concept, deducing consequences;

Establishing causal relationships;

building a logical chain of reasoning;

· proof;

Hypotheses and their justification.

Statement and solution of the problem:

formulation of the problem;

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

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

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

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

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

management of the partner's behavior - control, 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, possession of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

2. Stages of UUD formation in the educational process.

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

1. Primary experience of performing UUD and motivation.

2. Mastering how this UUD should be performed.

3. Training, self-control and correction.

4. Control.

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

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

1) at first, when studying various academic subjects, the student forms the primary experience of performing UUD and the motivation for its independent implementation;

2) based on the existing experience, the student acquires knowledge about general way execution of this UUD;

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

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

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

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

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

Communicative UUD provide social competence and conscious orientation of students to the positions of other people (primarily 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.

Computer science as a subject has a number of distinctive features from others academic disciplines, as well as the conditions that allow you to successfully form communicative UUD:

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

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

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

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

The development of communicative UUD occurs in the process of performing practical tasks that involve working in pairs, as well as laboratory work performed by the group.

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

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

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

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

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

Implement an individual educational trajectory.

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

Personal UUD - provide a value-semantic orientation of students (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, 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 action of moral and ethical evaluation of the content being digested, based on social and personal values, providing a personal moral choice.

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

Understands the system of socially accepted signs and symbols that exist in modern culture (sign-symbol universal learning activities);

Owns tricks volitional self-regulation, goal setting and planning (regulatory UUD);

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

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

Cognitive UUD - cognitive activities 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. Based this definition, we can conclude that these are the main actions formed in the lessons of informatics, the main purpose of which is to teach how to effectively select and process information from different sources

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

Reception "Brainstorm"

When working, I pay attention to the hierarchy of questions that accompany each stage of the Brainstorm:

topic "Number systems", 6th grade.

I level

- What number systems are most common in life?

II level

What number system does a computer use and why?

III level

- What actions can be performed in different number systems?

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

On final stage fulfillment educational project the student receives three equal grades: self-assessment, teacher's assessment, and class average.

It is implemented like this. First, the author speaks with an analysis of his work, then the “defender”, “critic” speak: identifying the shortcomings and merits of the work. All students participate in the discussion. The last to analyze the work is the teacher. At the end of the performance, all participants put marks in the "evaluation sheets".

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

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

Essay Writing Reception

"Internet. Friend or foe?

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

An example of a task for universal logical actions.

Five athletes participated in the running competition. Victor failed to take first place. Gregory was overtaken not only by Dmitry, but by another athlete who lagged behind Dmitry. Andrei reached the finish line not the first, but not the last either. Boris finished right behind Viktor.

Who ranked in the competition?

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

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

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

Let's find out what UUD is. This term is found in methodical literature associated with new educational standards. Consider the features of these abbreviations, the meaning of the terms, their significance in modern realities.

Abbreviation decoding

What is UUD? This is a universal learning activity that involves:

• the child's ability to acquire new knowledge;
• assimilation by him of useful, important information;
• awareness of the importance of education.

History pages

What is UUD in modern school? This term was developed during the existence Soviet Union. In the twentieth century, this term was introduced, but it has found its active use only at the present time. The federal state standard of the second generation, used in a modern school, involves the formation of UUD in all academic disciplines. Since 2011 school year Federal State Educational Standards have been introduced into all Russian schools.

GEF requirements

There is a division of the basic requirements into certain categories. For example, there are certain nuances in the approach to the structure of the education process. The UUD program involves a specific plan that allows students to develop to the maximum extent. The implementation of the outlined points is the task of the teacher. UUD is considered as a visual demonstration of the skills acquired by schoolchildren. The decoding of the abbreviation was discussed above, now let's talk about their classification.

Types of UDD

Depending on the educational level, for elementary school, middle and senior students, the formation of UDD in the classroom has certain differences. Among the latest trends observed in Russian schools, we note the use in the educational process information technologies. There are four basic groups of UUD. Deciphering them gives a complete picture of the innovations that are observed in Russian education.

Personal UUD enable the child to know himself, to find out the characteristics of his personality, they are aimed at the formation of an ethical and moral assessment of actions.

The UUD program for classes includes cognitive skills, which are reduced to the possibility of perceiving information, processing it, analyzing it, obtaining data, and creating a new educational trajectory.

Communication skills imply the ability of the student to interact with classmates, teachers. School is an important stage in the child's socialization, helping to overcome problems related to interpersonal relationships.

Regulatory actions are aimed at forming an action plan related to the educational process. The student learns to make a routine of his day, which will help him in later life.

Features of home schooling

The main emphasis is placed on the formation of communications, on interpersonal relationships, the development of one's own outlook, the development of logic and the ability to express one's thoughts. In a broad sense, the term "UUD" is a child's ability to learn. Universal educational actions are the ability of the subject to introspection, development, self-improvement through the active and conscious acquisition of new social experience.

In a narrow sense, this term implies the sum of the student's actions that allow him to independently organize the educational process.

Functions of universal learning activities

UUD perform several functions, each of which is of particular importance for schoolchildren:

• they provide the child with opportunities for independent learning, help him to put learning objectives, find and apply the necessary means, control and analyze the educational process, evaluate their own results;
• create optimal conditions for the harmonious development of the individual, self-development, the ability for continuous education, the formation of competencies in all subject areas.

The formation of universal actions is carried out not only during the lessons, but also in the process of preparing and conducting numerous educational activities, as well as in extracurricular work.

Extracurricular work

In the educational standards of the second generation, the term "extracurricular activities" is considered as a mandatory element of the educational process. It has certain differences from the class-lesson system. Consider the main types of extracurricular activities that are used in a modern school:

• sections;
• thematic excursions;
• competitions, conferences, olympiads;
• scientific and search activity.

Such events are aimed at solving certain problems, obtaining results. Elements of research and project activities are included in the educational process and help the teacher in his work. They are one of the main indicators of the professionalism of a modern Russian teacher.

Research in the modern school

Within the framework of the new GEF, research and project activity. Research clubs and studios appear on the basis of ordinary Russian schools. Many gymnasiums and lyceums have their own scientific societies, which include not only schoolchildren, teachers, but also representatives of university professors and research centers. To the task school teacher introduces children to the peculiarities of research work.

The teacher helps his pupils to choose the direction for research, draw up an algorithm and choose a sequence of actions, work with scientific and methodological literature on the research problem. Depending on the subject area chosen by the guys, there are certain trends in research activities. For example, works related to economic topics involve calculations, so the teacher gives the children an idea about the types of errors, the formulas by which they can be calculated.

Works related to sociological research involve various surveys and research. The teacher introduces the children to the rules of their conduct, the features of processing the results obtained.

Only after the pupils have formed the basic ideas about conducting research, they begin independent work. After the study is completed, the guys present their results to their peers. For example, within the framework of the work of a scientific and educational conference, novice researchers present their own works in a thesis form, get acquainted with the works of other schoolchildren.

Public speaking, which is an integral part of any scientific and practical conference, contributes to the formation of oral and colloquial speech skills.

Apart from individual studies, in extracurricular work use collective projects. A team is formed that works on a specific task, for example, developing the design of a school territory. During joint activities children develop teamwork skills, they get excellent social experience. Federal Standards the second generation, on which the educational and educational process is built in modern Russian school, involve project or research activities for each child.

Upon completion of the main stage of training, the guys must submit finished project. It is considered a mandatory stage for admission to the final exams for the course of the basic school.

The value of extracurricular activities

The child not only replenishes his intellectual reserve, but also acquires the skills of cooperation, self-development, self-education. It is extracurricular activities that contribute to the full and comprehensive development of the child's personality.

Effective extracurricular work This is the key to the success of graduates in their subsequent professional activities.

Conclusion

Regulatory actions help the child evenly distribute his activities even while studying at school. The student builds individual educational and cognitive work, sets a goal, forms an algorithm, determines the means of carrying out the work, and selects a control option.

Thanks to cognitive universal actions, the child develops the ability to work with information, which is especially important in the modern world.

The innovations used in the modern educational process are aimed at the formation of a harmoniously developed personality, capable of responding to their actions, making important and responsible decisions. Universal learning activities included in all subjects school curriculum, have specific differences, but they all perform one common upbringing and educational task.

The formation of UUD in the classroom helps the younger generation to learn the world, build an independent search process, conduct research, carry out operations aimed at systematizing, generalizing, processing the information received.

Cognitive UUD

Introduction

Cognitive UUD are part of the main types of ECM corresponding to the key goals general education.

What does cognitive mean?

Let's turn to word-building dictionary, which will help us get an answer to the question: from what word is the word cognitive derived? Cognitive-know-know-know.

We will find in explanatory dictionary the meanings of these words .

Know:

1.Have information about something

2.Have some knowledge..

Know:

1. Comprehend, acquire knowledge about something find out completely...

Cognition:

1.Purchase knowledge, comprehension of the laws of the objective world ...

Cognitive UUD - it is a system of ways knowledge the world around, building an independent search process, research and a set of operations for processing, systematization, generalization and use of the information received.

Cognitive UUD include: general education, logical educational actions, as well as the formulation and solution of the problem.

General educational universal actions

Independent selection and formulation of cognitive goals;

Search and selection of the necessary information, including the solution of work tasks using ICT tools and information sources;

Structuring knowledge;

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

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

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

Semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose, extracting the necessary information from the listened texts of various genres, determining the main and secondary information; 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.

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

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

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

Logic UUD:

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

Synthesis-compilation of the whole from parts, including self-completion with the completion of the missing components

· Selection of grounds and criteria for comparison, classification of objects;

Summing up the concept, derivation of consequences;

Establishing cause-and-effect relationships;

· Construction of a logical chain of reasoning, analysis of the truth of statements;

· Proof;

Hypotheses and their justification

Statement and solution of the problem:

Formulation of the problem;

· Independent creation of ways to solve the problem of a creative and exploratory nature.

Having become acquainted with the types of cognitive ULD, we can conclude that the formation of cognitive ULD is directly related to the development cognitive processes, first of all, thinking and speech ...

visual thinking, characteristic of younger children school age, allows you to form complete, but preliminary picture of the world, based on facts, phenomena, images and simple concepts. The development of intellectual skills is carried out under the guidance of a teacher in grades 1-2, and in grades 3-4, learning tasks are set, which students learn to solve on their own. By the end of elementary school, the formation of abstract thinking allows you to start completing the picture of the world with facts, phenomena and abstract concepts from different subjects.

Cognitive UUD at different stages of learning

1. Orient yourself in the textbook	1. Orient yourself in the textbook, determine the circle my ignorance	1. Orient yourself in the textbook, determine the circle of your ignorance, plan your work to study new material
2. Reply to simple questions teachers, find the necessary information in the textbook	2. Reply to simple and complex teacher questions, ask yourself questions, find relevant information in the textbook.	2. Reply to simple and complex teacher questions, ask questions yourself, independently assume what additional information will be needed to study unfamiliar material, select necessary sources, extract information presented in different forms (text, table, model…), introduce information in the form of text, tables, diagrams, including with the help of ICT
3.Compare items, objects: find common ground and difference. Group based on essential features	3. Compare objects, objects: find common and difference. Group on several grounds; find patterns; independently continue them according to the established rule. Observe and draw conclusions.
4. Retell in detail what you read or listened to, determine the topic.	4. Retell in detail what you have heard or read, determine the topic, make a simple plan	4. Retell in detail what you heard or read, determine the topic, draw up a complex plan. Be able to convey content in compressed, selective, or unfolded

Through what will we form cognitive universal learning activities in the classroom?

1. Through the content of educational subjects

Each academic subject, depending on its content and ways of organizing the educational activities of students, reveals certain opportunities for the formation of UUD, including cognitive. ( table on slide)

cognitive	Russian language	Literature. reading	Mathematics	Ambient
cognitive general education	Modeling nie (translation oral speech into writing)	semantic reading, random and conscious statements	Modeling nie, choice most effective ways	Wide range of sources information
cognitive brain teaser	Formulation of personal linguistic, moral problems. Independent creation of solutions problems of search and creative logical character	Analysis, synthesis, comparison, grouping, causal relationships, logical reasoning, evidence, practical actions

2. Productive tasks

In the methodological apparatus of the textbooks of the Educational system "School 2100", corresponding to the Federal State Educational Standard, such tasks are marked with dots of different colors depending on what results they are aimed at (personal - in red, regulatory - in orange, cognitive - in blue, communicative - in green). tasks, aimed at a substantive result are indicated by gray dots.

Examples typical tasks aimed at the development of cognitive UUD

Russian language

Grade 2, exercise 263, p.169 Educational presentation (written creative work)

Grade 2, exercises 15,16, p.18

Mathematics

Grade 2, (part 1) No. 7 p.17

Grade 2 (part 1) No. 8.9, p. 75

Literary reading

Grade 2 P. 40 (Questions and assignments for "The Tale of the Fisherman and the Fish")

The world

Grade 2 (part 1) C.8-9 Topic " Common words and concepts"

Grade 2 (part 1) p.23 (observe and draw independent conclusions)

3. Educational technologies of activity type;

Working on educational system"School 2100", I use in my work the technologies of problematic dialogue, productive reading, project technology and assessment technology.

Problem-dialogical technology gives a detailed answer to the question of how to teach students to pose and solve problems. In accordance with this technology, at the lesson of introducing new material, two links should be worked out: the formulation of an educational problem and the search for its solution.

Technology of forming the type of correct reading activity provides understanding of the text by mastering the techniques of its development at the stages before reading, during reading and after reading. This technology is also aimed at the formation of cognitive UUD - the ability to extract information from the text.

Design Technology

Work on projects allows you to master cognitive UUD:

・Assess what information is needed

Select the necessary dictionaries, encyclopedias, reference books ...

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

Work on the formation of UUD should begin with monitoring. We looked at how developed sign-symbolic cognitive actions are among first-graders.

The role of this type of UUD for the student.

Cognitive UUD

provide opportunities for students

independently carry out the activities of teaching,

set learning goals,

seek and use the necessary means and methods to achieve,

Monitor and evaluate the process and results of activities.

Cognitive UUD

ensure the successful development of knowledge, skills and abilities in all subjects,

form a picture of the world and competence in any subject area of ​​knowledge,

· create conditions for self-realization and personal development on the basis of readiness for continuous education, for the formation of competence "teach to learn", high social and professional mobility.

Sections: Primary School

At present, the main task of education is to educate a person who can learn independently. This is important due to the high rate of renewal of scientific knowledge and technology, when a person constantly has to learn and relearn. The standards of the second generation put forward “the development of students on the basis of their mastery of universal educational activities” as the goal and main result of education. In a broad sense, the term “universal learning activities” means the ability to learn, i.e. the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience. The universal nature of educational actions is manifested in the fact that they are of a supra-subject, meta-subject nature, i.e. each subject, depending on its content and ways of organizing the educational activities of students, has opportunities for the formation of universal educational activities.

In other words, universal learning activities (hereinafter - UUD) should provide students not only with the successful assimilation of knowledge, the formation of skills, abilities, competencies in any subject area, but also the opportunity to independently carry out learning activities, set learning goals, seek and use the necessary means and methods. their achievements, monitor and evaluate the process and results of activities.

In accordance with the Federal State Educational Standard, the main educational program includes four types of UUD: personal, communicative, regulatory and cognitive.

Personal actions reflect the system of value orientations of the younger student, his attitude to various aspects of the world around him.

Regulatory actions provide students with the ability to organize their educational and cognitive activities.

cognitive actions provide the ability to cognize the world around: readiness to carry out directed search, processing and use of information.

Communicative actions provide the ability to carry out productive communication in joint activities, showing tolerance in communication, observing the rules of verbal and non-verbal behavior, taking into account the specific situation.

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

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

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

UUD can be formed on the basis of the use of technologies, methods and techniques for organizing educational activities that are adequate to the age of students.

The task of the teacher is to learn how to organize the educational process in such a way that the mastering of the basic concepts by students occurs simultaneously with the accumulation of experience of actions that ensure the development of the ability to independently seek, find and assimilate knowledge, i.e. the competence of “teach to learn”. The selection of the content of educational subjects, the definition of forms and methods of teaching - all this should take into account the goals of the formation of specific types of UUD.

Each academic subject, depending on the subject content, has certain opportunities for the formation of UUD. Consider priorities subject content in the formation of UUD.

	Russian language	Literary reading	Mathematics	The world		Technology
Personal.	vital self-determination		meaning formation	moral and ethical orientation		creative self-realization
Regulatory.	goal-setting, planning, forecasting, control, correction, evaluation, algorithmization of actions (mathematics, Russian language, world around, technology, Physical Culture and etc.)
cognitive general education.	modeling (translation of spoken language into written language)	semantic reading, arbitrary and conscious oral and written statements	modeling, shaping general reception problem solving, choosing the most effective ways to solve problems	wide range of information sources	Modeling and Displaying a Transformation Object in the form of models
Cognitive logical.	Formulation of personal, linguistic, moral problems. Independent creation of ways to solve problems of a search and creative nature		Analysis, synthesis, comparison, grouping, cause-and-effect relationships, logical reasoning, evidence, practical actions		Formation internal plan based on phased development subject-transformative actions
Communicative.	Using the means of language and speech to receive and transmit information, participation in joint productive activities and productive dialogue; self-expression: monologues of various types.

So, the connection of universal educational actions with the content of educational subjects is determined by the following statements:

UUD are complete system, in which it is possible to single out interrelated and mutually conditioning types of actions:
- communicative - providing social competence,
- cognitive - general educational, logical, related to problem solving,
- regulatory - ensuring the organization of their own activities,
- personal - determining motivational orientation.

The formation of UUD is a purposeful, systemic process that is implemented through all subject areas and extracurricular activities.

The UUD specified by the standard determine the emphasis in the selection of content, planning and organization of the educational process, taking into account the age-psychological characteristics of students.

The scheme of work on the formation of specific UUD of each type is indicated in thematic planning, technological maps.

Ways to take into account the level of their formation - in the requirements for the results of development curriculum in each subject and in the mandatory programs of extracurricular activities.

The pedagogical support of this process is carried out with the help of the Portfolio, which is a procedural way of assessing the achievements of students in the development of universal educational activities.

The results of mastering UUD are formulated for each class and are a guideline in organizing monitoring of their achievement.

In each school, each teacher, the content of UUD should vary depending on various conditions: from the age of students and their individual characteristics, from the class, from the pedagogical style and priority pedagogical approaches of the teacher, subject specificity, etc.

Consider the activities of students at each stage lesson and select those UUDs that can be formed with the right organization learning process.

1. Goal setting.

The teacher leads students to understand the topic, purpose and objectives of the lesson and formulate them. It is important for students to realize at this stage the boundaries of their knowledge and ignorance. This activity contributes to the formation of cognitive, regulatory (goal-setting), communicative (subject communication) and personal (motivation) UUD.

2. Planning.

Students plan ways to achieve the intended goal, and the teacher assists them in this, advises. At the same time, students develop regulatory UUD (planning).

3. Practical activities of students.

Students carry out learning activities according to the planned plan. Here you can use group work or individual work. The teacher advises students. At the same time, cognitive, regulatory, communicative UUDs develop.

4. Control.

Students exercise control themselves (it can be self-control, mutual control). The teacher also acts as a consultant.

UUD are formed: regulatory (control, self-control), communicative.

5. Correction of activity.

Students formulate difficulties and carry out their own correction. The task of the teacher is to provide the necessary assistance.

UUD are formed: regulatory, communicative.

6. Assessment of students.

Students evaluate activities based on their results (self-assessment, mutual assessment). The teacher advises.

UUD are formed: regulatory (assessment, self-assessment), communicative.

7. The result of the lesson.

Reflection is underway. In this activity, UUD are formed: regulatory (self-regulation), communicative, personal.

8. Homework.

It is useful to offer students tasks to choose from (taking into account individual capabilities). At the same time, cognitive, regulatory and communicative UUDs are formed.

Of course, the UUDs are presented here in a generalized form. But it is precisely this kind of work that helps to see at what stage of the lesson what meta-subject results can be formed if the activities of students are properly organized.

And now let's consider more specifically what methods, techniques, teaching aids, forms of organization of students' activities can be used when conducting a lesson aimed at forming not only subject, but also meta-subject results.

1. Goal setting. Conducting problematic dialogue.
2. Planning. Work with the lesson map.
3. Practical activities of students.

a) Group, pair, individual forms of organizing the activities of students.
b) Work on solving design problems.
c) Conducting role-playing games.
d) Work with the textbook. It is necessary to make maximum use of the possibilities of the main learning tool - the textbook, because all the textbooks have passed the examination for compliance with the requirements of the Federal State Educational Standard of the IEO and allow us to achieve the necessary results.
e) Application of dictionaries, reference books, encyclopedias, ICT-technologies.

4. Control.

a) Application of the method of unmarked learning (“magic rulers” - author G.A. Tsukerman).
b) Self-control and mutual control by in advance certain criteria.

5. Correction of activity.

a) Mutual aid organization;
b) the use of various memos.

6. Assessment of students.

a) Application of the method of non-grading learning - author G.A. Zuckerman;
b) self-control and mutual control of oral and written answers according to criteria defined in advance.

7. The result of the lesson. Conducting reflection using:

a) Reception "palm" (the higher the activity in the lesson, the higher the position of the pencil on the palm);
b) emoticons;
c) colored circles in sheets feedback and etc.

8. Homework.

a) Application creative tasks, practical-significant tasks;
b) the use of differentiated tasks.

Of course, these are not the only possibilities for constructing a lesson aimed at the formation of UUD. The new standard, having defined the requirements for educational results, requires the teacher to build a lesson in a new way. However, if the methods of work used by the teacher before can work for new results, they certainly need to be applied in the new educational environment.

So, learning success primary school largely depends on the formation of universal educational activities. The development of UUD ensures the formation of psychological neoplasms and abilities of the student, which, in turn, determine the conditions for the high success of educational activities and the development of academic disciplines. If in elementary school students develop universal learning activities in full, then it will not be difficult for them to study at the main school level.

To control the mastery of UUD students, it is important to diagnose them (twice a year). The criteria for assessing the formation of universal learning activities should take into account two components:

compliance with age-psychological regulatory requirements;

compliance of properties of universal actions with predetermined requirements.

Age-psychological standards are formed for each type of UUD, taking into account a certain stage of their development. The properties of actions to be assessed include: the level of performance of the action, completeness, consciousness, generality, criticality and mastery.

Let us dwell on those positions that we diagnose when studying the level of formation of UUD of younger schoolchildren through the performance of tasks.

To study the formation of cognitive UUD, the following skills are diagnosed:

determine the need and sufficiency of information to solve the problem;

select sources of information necessary to solve the problem;

extract information from texts, tables, diagrams, illustrations;

compare and group facts and phenomena;

determine the causes of phenomena and events;

draw conclusions based on the generalization of knowledge;

present information in the form of tables, charts, diagrams.

To study the formation of regulatory UUD, skills are diagnosed :

independently formulate the purpose of the activity;

draw up an action plan;

act according to plan;

compare actions with the goal, find and correct errors;

check and evaluate the results of the work.

To study the formation of communicative UUD, the following skills are diagnosed:

read information given explicitly;

explain the meaning of words and phrases;

read information given in implicit form;

understand the meaning of the text as a whole main idea);

interpret the text (through creative retelling).

To study the formation of personal UUD, the following skills are diagnosed:

evaluate actions from the position of moral values;

explain the assessment of an act from the position of moral values;

determine important rules of conduct for yourself and others;

choose behavior in accordance with generally accepted rules;

to separate the assessment of the act from the assessment of the person himself;

define an act as ambiguous (it cannot be unambiguously assessed as good or bad).

It must be remembered that the student-centered approach to the diagnosis of UUD does not imply a comparison of the student's results with the results of his classmates, and personal results are not evaluated individually, but only in the class as a whole.

The results of diagnostics enable the teacher to determine the effectiveness of the implementation of the educational process, to correct, if necessary, their own activities and the content of education, to see the possibilities for implementing an individual approach to the development of each student. Repeated diagnostics allows you to track the dynamics of the formation of universal learning activities and influence their further development.

In conclusion, it should be noted that if the formation of UUD is not given due attention, this will lead to acute problems of school education: the lack of formation of educational and cognitive motives and the low curiosity of a significant part of students, the difficulties of arbitrary regulation of educational activities, low level general cognitive and logical actions, difficulties school adaptation, growth of deviant behavior . It is purposeful systematic work on the formation of UUD that is the key condition for increasing the efficiency of the educational process in the new conditions of the development of society.

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