On September 1, 2011, all educational institutions in Russia switched to the new Federal State Educational Standard for Primary general education. The main goal of introducing the Federal State Educational Standards for Primary General Education (FSES IEO) is to improve the quality of education.
The goal of the school is not only knowledge, but also skills:
- set a goal and achieve it;
- independently acquire and apply knowledge;
- draw up a plan of their actions and independently assess their consequences;
- to ask questions;
- express your thoughts clearly;
- take care of others, be a moral person;
- maintain and improve your health.
In the information society, the main thing was not knowledge, but the ability to use it.
The issues of enhancing the cognitive activity of schoolchildren are one of the most pressing problems, including both social and psychological and pedagogical aspects.
The process of knowing junior schoolchildren not always purposeful, mostly unstable, episodic. Therefore, the teacher must develop cognitive interest, the activity of a younger student in various types of his activities.
A negative attitude towards intellectual activity arises in cases where the child is presented with requirements for such intellectual activity that he cannot perform.
When performing a learning task that requires active mental work, these children do not seek to understand and comprehend it: instead of active thinking, they use various workarounds that replace it. The main technique when performing oral tasks is memorization without understanding - memorization.
Almost all of these schoolchildren are able to copy from their comrades imperceptibly, they are able to catch the answer prompted to them very quietly, to understand from the expression on the face of the teacher and comrades whether he answers correctly ..
At an older age, due to the fact that the knowledge acquired by a schoolchild influences the formation of his personality, attitude to the world, interests, understanding of the surrounding reality, the differences between all students of the described group and well-performing students begin to manifest themselves in much more diverse areas. But even in the upper grades, any task is performed by such students much worse if it is included in the compulsory training sessions, compared with exactly the same tasks, but performed outside. training sessions. For example, many of these students understood and expounded the content of a book read outside of school much better than the much simpler content of some work of fiction taught in the classroom there.
The need for knowledge is understood as the need for activities aimed at obtaining new knowledge. Curiosity is understood as a cognitive activity that is not associated with external reinforcement (direct adult motivation, the possibility of encouragement, a particularly attractive result of the activity).
The development of cognitive UUD does not obey the strict laws of training. The basis of their development is those principles of personality education and the development of thinking, which include the stimulation and encouragement of the acts themselves. cognitive activity from another person (teacher, educator, peer). That is why the most significant situations in the occurrence of acts of cognitive activity are situations of communication, various types of interpersonal interaction, games, and teachings. Situations of communication and interpersonal interaction also determine the specific dynamics and patterns of cognitive activity in these conditions.
Teaching an intellectually passive child with the knowledge and skills that he lacks cannot be achieved through ordinary training, but requires the use of a special technique. This is due to the fact that the child lacks many elementary knowledge and concepts, which are a necessary prerequisite for teaching a subject and which, as a rule, are acquired by children not in the learning process, but in a game or practical activity even in the period of preschool life.
The principle of consciousness and creative activity of students with the leading role of the teacher is the principle of consciousness and creative activity of children, which arose and developed in the fight against dogmatism, mechanical cramming of texts that dominated the school for a long time.
The essence of the principle of consciousness and activity of students in learning is to ensure an optimally favorable ratio of pedagogical guidance and conscious creative work of students in learning. In the process of conscious assimilation of knowledge, a creative attitude to the study and application of knowledge, the logical thinking of students and their worldview are formed.
At the same time, it is necessary to use other methods of forming cognitive UUD in students:
- explanation of the goals and objectives of science, the study of the foundations of which students begin;
- consideration with students of a particular problem, the solution of which is possible only on the basis of scientific knowledge that students do not yet possess;
- disclosure of the prospects for further teaching of schoolchildren;
- a meaningful story by a teacher or students who are interested in a particular field of science, about the achievements of scientists and establishing a connection between these achievements and the content of knowledge that students have to study;
- direct preparation of students for the active perception of new knowledge (the task of the teacher to conduct certain observations at home or perform a simple experiment, solve a problem, pick up some facts from labor training and productive labor, etc.).
It is necessary to achieve that students have mastered the logical methods of self-formation of the concept. But this is not enough. The teacher's guidance should lead to the fact that each concept, generalization, skill and skill become an instrument for further knowledge of objects and phenomena of the world around by students and guidance in practical activities.
Independent activity of students always consists of mental operations and practical actions. Consequently, the development of independent thinking of students is the basis of all their activities. .
Therefore, it is necessary to teach schoolchildren various logical techniques and, to the extent of mastering them, provide a wide opportunity for the manifestation of independent thinking, capable of searching for new solutions.
For the purpose of development logical thinking it is advisable to apply the solution of cognitive problems in several, logically different ways, drawing up problems based on data taken from life, and then solving them with analysis and verification of the solution method.
The task of actively assimilating new knowledge and cultivating independent thinking, the need to teach schoolchildren to seek the truth and defend it make us look at this problem differently. Instead of leading the student at every step along the well-worn road of ready-made truths, it is necessary, at least in the most important key topics of the training course, to use a different method of teaching. Active assimilation of knowledge and the development of the independence of the mind of schoolchildren occur when a cognitive task is put forward in the course of the educational process, a problem arises, the reflection of which raises doubts about the truth of the usual ideas and generalizations, stimulates the search for new solutions, i.e. creative work thinking.
All this leads to the requirement for the full development of activity and independence of students, teaching them to be able to understand the task, topic, task, analyze it correctly, outline the right way and plan for solving it, implement this method and check the answer received.
There is evidence that the number of intellectually passive children has recently increased. Therefore, early diagnosis of such children is necessary, specially organized work with them in order to prevent intellectual passivity, prevent possible difficulties in learning, develop their cognitive interests and motivation. This is very important, since intellectual passivity, caused by reasons of non-defectological origin, is mainly due to shortcomings in education and can be corrected.
In order to study the level of intellectual development of students in grade 2, we have compiled a research program, which is presented in this table.
Table.
Thus, we have distributed students according to the level of formation of cognitive interest (Fig. 1), where 21% of students have a low level of development of cognitive interest, 46% have an average level, and 35% have a high level.
Rice. 1. Diagram of the distribution of students according to the level of formation of cognitive interest.
Based on the data obtained, we developed a Russian language program, the purpose of which was to eliminate knowledge gaps and increase the level of cognitive interest.
PROGRAM
2nd grade (32 hours)
| Topic of the lesson | |
| 1. | Acquaintance with the inhabitants of the country of words - sounders (sounds). |
| 2. | Game "Tom and Tim". (Recognition of hard and soft consonants in words). |
| 3. | The game "Competent traffic controller". ( Sound-letter analysis words). |
| 4. | The plot game “The Legend of Roland”. The word is a proper name. |
| 5. | Game-tale "Missing Names". |
| 6. | Collecting words. |
| 7-8. | Games of Grandfather Bookvoed. |
| 9. | The Tale of Princess Nesmeyana. (Composing a text on teacher questions). |
| 10. | Holiday lesson. Generalization of the studied material. |
| 11-12. | Wonderful transformations of words. Clown story. Games for transforming words: “The letter got lost”, “Replace one letter”, “What word is intended?” |
| 13. | Why are language sounds important? Sound culture speech. Riddles, tongue twisters. |
| 14. | How many words do you know? A story-conversation about the vocabulary of the Russian language. Game-competition “Who more words knows the letter ... ". |
| 15. | "Grammatic Domino". Form of the event: "Lucky event". (Soft consonants and soft sign). |
| 16. | “And all the bears started ...” (How did they manage without a letter?) |
| 17. | soft sign- entry is prohibited, but ... not always! |
| 18. | “Who-who lives in the alphabet?” (Alphabet quiz). |
| 19. | We play riddles. |
| 20. | Good "wizard" - Emphasis. |
| 21. | Stress over a vowel can make the letter clear. (Unstressed vowels in the root of the word, checked by stress). |
| 22-23. | Voiced and deaf "twins". The story of "Mistake". |
| 24. | Voiced and deaf "loners". |
| 25. | What are words made of? |
| 26. | Words that are spelled with capital letter. Reading and writing texts. Games: “Who is more?”, “Extra word”. |
| 27. | Adventures in the country “Noun”. |
| 28. | Adventures in the country “Adjective name”. |
| 29. | Friendship of a noun with an adjective. |
| 30. | Hello verb! |
| 31. | Winged words and expressions, the origin of words. How to speak. |
| 32. | Final lesson. |
After conducting a system of proposed classes and re-diagnosing according to the Luskanova system, we obtained the following results of cognitive interest (Fig. 2.), Where 8% of students have a low level of development of cognitive interest, 58% have an average level and 34% have a high level.
Fig.2. Diagram of the distribution of students according to the level of formation of cognitive interest at the ascertaining stage.
Thus, after the implementation of the system of classes, we revealed a positive dynamics in the development of intellectual abilities and cognitive processes - thinking - in children of primary school age. And also the program contributed to the formation of the skills of educational cooperation and the successful implementation of independent activities of students based on the cognitive interest shown.
- In the classroom, when solving any problem, it is necessary to teach schoolchildren to analyze, combine, reason, plan, since all intellectual abilities “participate” in solving any problem.
– teacher primary school it is necessary to stimulate the creative activity of children, tk. any child in the process of development independently realizes his abilities, thanks to creative activity. Unlike educational, creative activity is not aimed at mastering already known knowledge. It contributes to the manifestation of the child's initiative, self-realization, the embodiment of his own ideas, which are aimed at creating a new one. Include in the course of the lesson tasks of a search nature that contribute to the development of intellectual development.
– A child of primary school age has truly enormous developmental opportunities and abilities to learn. It contains the instinct of knowledge and exploration of the world.
– Develop in the child communication skills, the spirit of cooperation and collectivism; teach your child to be friends with other children, to share successes and failures with them: all this will be useful to him in the socially difficult atmosphere of a comprehensive school.
The objectively interesting nature of the activity will be facilitated, first of all, by the content of the students' activity itself, which is associated with the problematic nature of the presentation, the implementation creative tasks, practical orientation of tasks.
In order for the performance of the task in the lesson to become personally important and interesting for each student, it is necessary to combine all these incentives in the elements of students' activities. Then we can really talk about the formation of the cognitive interests of students in various learning situations.
Bibliography.
1. Activation of the cognitive activity of younger students / Ed. M.P. Osipova, N.I. Kachanovskaya. – Minsk, 1987.
2. Developmental and educational psychology: A textbook for ped students. in-tov / V. V. Davydov, T. V. Dragunova, L. B. Itelson and others; Ed. A. V. Petrovsky. - 2nd ed., Rev. And extra. - M.: Enlightenment, 1979. -288s.
3. Readiness for school./ Ed. I.V.Dubrovskoy. - M., 1995.
4. Kitaigorodskaya G.A., Shemyakina G.M. Motivation of learning in the conditions of application of the activation method spare capacity.– In book: Activation learning activities. - M., 1982.
5. Luria A.R. On the historical development of cognitive processes. - M., 1974.
6. Markova A.K. Formation of learning motivation at school age. - M., 1983.
7. Encyclopedia psychological tests for children. - M, 1998.
8. Yurkevich V.S. Development of the initial levels of the cognitive needs of the schoolchild // Vopr. psychol. 2002. No. 2. P.83-92.
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 makes it possible to define the considered system of universal actions as a key competence. 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 organization is provided. This is achieved by 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 primary 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 that in one African country children are being 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 intense professional growth 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 designing 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 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 volume 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 education to the formation of general educational skills, to the development of independence learning activities, because the most relevant and in demand in public life are 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. |
1. What is the problem? What is the purpose? |
|
Comparison |
1. Purpose of comparison. |
1. What needs to be done? (What problem are we solving?) |
Bringing under the concept |
1. The purpose of bringing under the concept. |
1. Why should you do this job? Why is it necessary to recognize (name) this object (phenomenon)? |
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 a common method of solving problems;
- create and convert schemes necessary for solving problems;
- to select the most effective way to solve the problem 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. |
What geometric figure is 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 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 general properties rectangle and 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?
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 will fundamentally change 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; implement to solve learning objectives operations of analysis, synthesis, comparison, classification, establish causal 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 the 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;
to introduce into their practice forms of organization of the educational process that would contribute to the formation of sound knowledge on the basis of information independently obtained by students;
use methods, methods and techniques aimed at ensuring the development of cognitive activity of 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 problematic 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 the ideas of problem-based 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 with the use of 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 application of the above modern technologies and techniques leads to stable results.
I believe that with such an organization, educational 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.
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Ministry of Education and Science of the Russian Federation
federal state budgetary educational institution higher professional education
"Shadrinsky State Pedagogical Institute"
Department of Pedagogy, Theory and Methods of Education
Final qualifying work
in the direction of preparation 050100
"Elementary education"
"Development of cognitive universal educational activities of younger students in the lessons of the world around"
Artist: Koneva Irina Andreevna
3rd year student of the correspondence department
Scientific adviser: candidate pedagogical sciences, senior lecturer Zhdanova Natalya Mikhailovna
Shadrinsk, 2016
Introduction
Chapter 1 The world»
1.4 Conditions for the implementation of cognitive universal educational activities in the process of teaching the world around younger students
Chapter 2
2.1 Analysis of the practical activities of primary school teachers in the formation of cognitive UUD in the process of teaching the subject "World around"
2.2 Diagnosis of the level of formation of cognitive UUD in younger students
2.3 Implementation of a set of tasks for the formation of cognitive UUD in the process of learning the world around
2.4 Results of experimental work
Conclusion
List of sources used
Application
Introduction
An urgent task of education is to ensure the development of universal educational activities (UUD) as a psychological component of the fundamental core of education, along with a modern presentation of the subject content of specific disciplines. The GEF of primary general education contains a description of personal, regulatory, cognitive, communicative universal educational activities. Let us dwell on cognitive universal learning activities in more detail.
The formation of broad cognitive motives for learning among younger students is closely related to the assimilation of theoretical knowledge and orientation towards generalized methods of action. An important role is given to the use of cognitive tasks, which are understood as the comprehension of phenomena and the formulation of goals. Teachers face the challenge of identifying pedagogical conditions and search for ways to effectively form the skills necessary for the implementation of cognitive universal educational activities in younger students.
At the same time, the youngest school age favorable for mastering cognitive universal learning activities.
Famous psychologists and teachers L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, V.V. Davydov, A.G. Asmolov and others.
Taking into account the relevance, practical need and significance, the research topic was determined: "The development of cognitive universal educational activities of younger students in the lessons of the world around."
The purpose of the study: to consider the theoretical and methodological aspects of the formation of cognitive skills of younger students in the lessons of the world around.
Object of study: teaching the world around.
Subject of study: the process of formation of cognitive universal educational activities in younger students in the lessons of the world around.
Research hypothesis: the application of a set of tasks aimed at the formation of cognitive UUD in the lessons of the world around will be effective if: educational pedagogical student cognitive
Systematically apply a set of tasks;
Take into account the characteristics of primary school age.
Based on the goal and hypothesis, the following tasks were identified:
1. To reveal the essence of the concept of cognitive learning activities.
2. Consider the psychological and pedagogical aspects of the formation of cognitive UUD in younger students.
3. To study the conditions for the implementation of cognitive universal educational activities.
4. Develop a set of tasks aimed at the formation of cognitive UUD.
Research methods: theoretical (comparison, analysis of psychological, pedagogical and methodical literature on the topic of research, modeling, generalization), empirical (conversation, observation, questioning), statistical.
The final qualifying work consists of an introduction, two chapters, a conclusion, an appendix, a list of sources used.
Practical significance: the research materials can be used by primary school teachers, students of the pedagogical faculty
Chapter 1
1.1 The concept of "cognitive learning activities", its essence and features
In the modern system of education, the development of the personality is ensured, first of all, through the formation of universal educational activities, which are the invariant basis of the educational and upbringing process. Students who have mastered universal learning activities get the opportunity to independently and successfully acquire new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn.
A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya, O.A. Karabanova, L.G. Peterson pay much attention to the study of approaches to the formation of universal learning activities of students.
“In a broad sense, the term “universal learning activities” (ULA) means the ability to learn, that is, the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience.
In a narrower (actually psychological) sense, this term can be defined as a set of student actions (as well as skills associated with them). academic work), providing independent assimilation of new knowledge, the formation of skills, including the organization of this process.
Universal learning activities provide the student with the opportunity to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, monitor and evaluate the process and results of activities; create conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuous education; ensure the successful assimilation of knowledge, the formation of skills and competencies in any subject area. Mastering them allows you to achieve personal and meta-subject results established by the federal state educational standard of primary general education.
One of the features of universal educational activities is their universality, which is manifested in the fact that they are of a meta-subject nature; ensure the integrity of the general cultural, personal and cognitive development and self-development of the individual; 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; provide the stages of assimilation of educational content and the formation of the psychological abilities of the student.
In this regard, universal learning activities should be the basis for choosing and structuring the content of education, methods, methods, forms and technologies of education as necessary components of a holistic educational process.
The federal state educational standard of primary general education is based on a system-activity approach. Therefore, at present, it is necessary to move away from the traditional transfer of ready-made knowledge from the teacher to the student. The task of the teacher becomes to include the student himself in educational activities, to organize the process of independent mastery of new knowledge by children, the application of the acquired knowledge in solving cognitive, educational, practical and life problems.
It is known that the formation of any personality neoplasms? skills, abilities, personal qualities? possible only in action. At the same time, the formation of any skills, including UUD, goes through the following stages:
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 the general way of performing 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 in extracurricular activities, is organized.
There are four blocks of universal learning activities:
personal (provide the value-semantic orientation of students (knowledge of moral norms, the ability to correlate actions and events with accepted ethical principles, the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships)
regulatory (provide students with the organization of their educational activities);
cognitive (a system of ways of knowing the world around us, building an independent search process, research and a set of operations for processing, systematizing, generalizing and using the information received),
communicative (provide social competence and take into account the position of other people, communication partners or activities; 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).
Classification of cognitive universal learning activities
Rice. 1. Classification of cognitive UUD
The planned results of the formation of cognitive universal learning activities can be classified as follows:
cognitive UUD, reflecting the methods of cognition of the world around;
cognitive UUD, forming mental operations;
cognitive UUD, forming search and research activities.
More detailed information about the general planned results of the formation of cognitive ULD is presented in fig. 2.
However, at different stages of education in primary school, there are certain differences in the content of cognitive universal educational activities. First of all, they are associated with the age characteristics of students, therefore, as schoolchildren grow older, the level of complexity of actions increases, the results of ranking UUD change according to the degree of complexity of their formation. This should be taken into account when developing a system of tasks aimed at the formation of cognitive universal educational activities, which should be based on the principle of continuity.
The planned results of the formation of cognitive UUD at different stages of education in primary school, see Table 1.
In order for these results to be obtained, the teacher must have a whole arsenal of various means. "Means - pedagogical material objects and objects of spiritual culture, intended for the organization and implementation pedagogical process and performing the functions of student development; substantive support of the pedagogical process, as well as a variety of activities in which pupils are included: work, play, student communication, knowledge.
One of the effective means of promoting cognitive motivation, as well as the formation of universal learning activities, is the creation of problem situations in the classroom. A.M. Matyushkin characterizes
Rice. 2. General planned results of the formation of cognitive UUD
Table 1 - Planned results of the formation of cognitive UUD at different stages of education in primary school
problematic situation as “a special type of mental interaction between an object and a subject, characterized by such a mental state of the subject (student) in solving problems that requires the discovery (discovery or assimilation) of new knowledge or methods of activity previously unknown to the subject” . At such a lesson, an exploratory approach to learning is implemented, the principle of activity, the meaning of which is that the child "obtains" knowledge in the process of his work.
Project and research activities are a necessary condition for a competency-based approach and an effective means of forming universal educational activities, including cognitive ones (knowledge of objects of the surrounding reality; studying ways to solve problems, mastering the skills of working with information sources, tools and technologies). Student research provides a high informative capacity and consistency in the assimilation of educational material, involves both intra-subject and inter-subject communications.
It is essential that the specific information or knowledge necessary for solving a problem or creating a product must be found by the students themselves. At the same time, the role of the teacher changes - he becomes the organizer of joint work with students, contributing to the transition to real cooperation in the course of mastering knowledge. As forms of organizing educational and research activities in lesson classes, you can use such things as an invention lesson, an open thought lesson, a research lesson, a laboratory lesson, a creative report lesson, a defense lesson research projects and etc.
Considering the issue of technologies for the formation of cognitive UUD, it is necessary to turn to a model educational action for a system of cognitive actions, or a general technique for solving problems. It includes: knowledge of the stages of the solution (process), methods (methods of solution), as well as possession of subject knowledge: concepts, definitions of terms, rules, formulas, logical techniques and operations.
The components of the general reception are: analysis of the text of the problem, translation of the text into the language of the subject using verbal and non-verbal means, establishing relationships between data and the question, drawing up and implementing a solution plan, checking and evaluating the solution to the problem.
As a promising learning technology that ensures the development of cognitive UUD, one should consider the development technology critical thinking through reading and writing. The formation of logical universal actions is positively influenced by the use of such techniques as a cluster, "True - false statements", cinquain, essay, zigzag; general educational - insertion and reading with stops, sign-symbolic - cluster, statement and solution of the problem - "I know - I want to know - I learned", "Thick and thin questions".
Also interesting is the method of drawing up a graph scheme. A graph diagram is a way of modeling the logical structure of the material being studied. There are two types of graph-schemes - linear and branched. The means of graphic representation are abstract geometric figures(rectangles, squares, ovals, circles, etc.), symbolic images and drawings and their connections (lines, arrows, etc.). A graph diagram differs from a plan in that it clearly reflects the connections and relationships between elements.
The above techniques satisfy the need for creativity of students, develop the ability for a concise presentation of thoughts in oral and writing, activate the mental activity of students and, in general, contribute to the formation of various competencies. The ability to perceive information, the ability to reflect. For example: reception "I know - I want to know - I found out." The “Know” stage involves fixing known information on the topic of the lesson; “I want to know” - the formulation of the goal; "I learned" - the ratio of old and new information. They increase the motivation to study the material, develop the ability to predict the tasks "True - false statements", "Forecasting". When using the "True - False Statements" technique, the students have several statements on a topic that has not yet been studied. Children choose the correct statements based on their own experience or simply guessing. At the stage of reflection, they return to this technique in order to find out which of the statements were true. The exercise "Forecasting" can be used in the lessons on the subject "World around". Students are encouraged to predict what will happen next. negative impact person to the environment.
Thus, even the above methods, forms and technologies of teaching serve as proof that there are quite a lot of means that ensure the effective formation of cognitive learning activities. However, a successful solution to this problem is possible only if systems approach. It must be remembered that universal learning activities are complete system, in which the origin and development of each type of learning action is determined by its relationship with other types of learning actions and the general logic of age-related development.
1.2 Psychological and pedagogical aspects of the formation of cognitive UUD in children of primary school age
The changes taking place in modern society require the accelerated improvement of the educational space, the definition of the goals of education, taking into account state, social and personal needs and interests. Due to this priority is to ensure the development potential of new educational standards. New social demands define the goals of education as general cultural, personal and cognitive development of students, providing such a key competence of education as "to teach to learn". The most important task modern system education is the formation of a set of "universal learning activities" that provide the competence to "teach to learn", and not just the development by students of specific subject knowledge and skills within individual disciplines.
Specificity modern world is that it is changing at an ever-increasing pace. Every ten years, the amount of information in the world is doubling. Therefore, the knowledge acquired at school becomes obsolete after a while and needs to be corrected, and the learning outcomes, not in the form of specific knowledge, but in the form of the ability to learn, are becoming more and more in demand today. Proceeding from this, the Federal State Educational Standard of Primary General Education defined as the main results not subject, but personal and meta-subject - universal learning activities. The most important task of the modern education system is the formation of universal educational activities that provide students with the ability to learn, the ability for self-development and self-improvement. All this is achieved through the conscious, active appropriation of social experience by students. At the same time, knowledge, skills and abilities (KAS) are considered as derivatives of the corresponding types of purposeful actions, i.e. they are formed, applied and preserved in close connection with the active actions of the students themselves.
Personal development in the education system is ensured primarily through the formation of universal educational activities (UUD), which act as an invariant basis of the educational and upbringing process. Mastering universal educational actions by students acts as the ability for self-development and self-improvement through the conscious and active appropriation of new social experience. UUD create an opportunity for independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn.
The changes taking place in modern social life have necessitated the development of new approaches to the system of education and upbringing.
Today's children have changed a lot compared to the time when the previously existing education system was created. It is quite natural that certain problems have arisen in the education and upbringing of the modern young generation. Let's take a look at some of them:
There is a gradual washing out of activities and their replacement by educational-type activities. The role-playing game does not take a leading place, which leads to difficulties in the development of arbitrariness of behavior, figurative thinking, motivational sphere without providing the formation of psychological readiness for schooling.
Anxiety is caused by the orientation of adults exclusively to mental development child to the detriment of spiritual and moral education and personal development. As a consequence of this process - the loss of interest in learning.
Children's awareness has risen sharply. If earlier school and the lessons were the sources for the child to receive information about the world, man, society, nature, today the media, the Internet are a significant factor in shaping the picture of the world in the child, and not always positive.
Modern children read little, especially classical and fiction. TV, movies, videos are crowding out literary reading. Hence the difficulties in teaching at school, associated with the impossibility of semantic analysis of texts of various genres; unformed internal plan actions; the difficulty of logical thinking and imagination.
In elementary school, studying various subjects, a student at the level of his age must master the methods of cognitive, creative activity, master communication and information skills, and be ready to continue education.
Most of the teachers will have to rebuild their thinking, based on the new tasks that the modern education. The content of education does not change much, but, implementing the new standard, each teacher must go beyond the scope of his subject, thinking, first of all, about the development of the child's personality, the need to form universal learning skills, without which the student cannot be successful at the next stages of education, neither in professional activity.
Successful learning in elementary school it is impossible without the formation of educational skills in younger students, which make a significant contribution to the development of the student's cognitive activity, since they are general educational, that is, they do not depend on specific content subject. At the same time, each academic subject in accordance with the specifics of the content takes its place in this process.
For example, already in the first lessons of teaching literacy, learning tasks are set for the child, and first, together with the teacher, and then independently, he explains the sequence of educational operations (actions) that he performs to solve them. Yes, passing sound analysis, first-graders are guided by the model of the word, give its qualitative characteristics. To do this, they must know all the actions necessary to solve this educational problem: determine the number of sounds in a word, establish their sequence, analyze the "quality" of each sound (vowel, consonant, soft, hard consonant), designate each sound with the corresponding color model. At the beginning of training, all these actions act as subject, but it will take a little time, and the student will use the action algorithm, working with any educational content. Now the main result of training is that the student, having learned to build a plan for the implementation of the educational task, will no longer be able to work differently.
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. 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 educational actions 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:
educational motives,
learning goal,
learning task,
Educational actions and operations (orientation, transformation of material, control and evaluation).
In the basic requirements for the results of mastering the main educational program primary general education, established by the Federal State Educational Standard, universal educational activities (UUD) are allocated, the formation of which is paid special attention.
Learning activities are an integral part of learning activities. UUD - these are actions of various purposes, necessary in its organization and implementation of educational activities. If the student has mastered UUD, we can say that he has mastered the educational activity.
In the course of educational activity, the assimilation of subject and cognitive actions takes place. Learning activity (like any other) consists of separate components - actions, operations, motives, tasks. Psychologists highlight essential characteristics educational activities that distinguish it from other types of activities:
1) it is specifically aimed at mastering educational material and solving educational problems;
2) they master it common ways actions and scientific concepts;
3) general methods of action precede the solution of problems;
4) learning activity leads to changes in the subject itself;
5) a change in the mental properties and behavior of students occurs depending on the results of their own actions.
The term universal learning activities is psychological. As part of the main types of universal educational activities that correspond to the key goals of general education, four blocks can be distinguished:
1) personal;
2) regulatory (including also the actions of self-regulation);
3) cognitive;
4) communicative.
Cognitive universal actions include: general educational, logical, as well as the formulation and solution of the problem.
Cognitive educational activities are associated with the formation of skills aimed at developing the intellectual level of students to determine the stage of the educational process. These are the skills:
Master the logical actions of comparison, analysis, syntax, generalization, classification according to generic characteristics, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts;
Reveal the essence of the features of objects, processes and phenomena of reality in accordance with the content of a particular academic subject;
Use in their activities basic subject and interdisciplinary concepts that reflect significant connections and relationships between objects and processes;
Use sign-symbolic means of presenting information to create models of objects and processes under study, schemes for solving educational and practical problems;
Find ways to solve creative and exploratory problems.
The development of UUD is a very important and desired task. It is not only the formation of various psychological processes that are necessary for a person, but also the development of the ability to solve any life problems, using the available knowledge and skills, which contributes to the education of a competent person.
These types of UUD are also formed in the process of studying various academic disciplines. All this helps the child to include all types of memory in the memorization process, materializes spelling concepts, allows developing observation skills, forms the ability to analyze, compare, and draw conclusions.
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 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;
Choice of the most effective ways 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;
Statement and formulation of the problem, independent creation of activity algorithms in solving problems of a creative and exploratory nature.
Functions of universal learning activities include:
* ensuring the student's ability to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, control and evaluate the process and results of activities;
* creation of conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuous education, the need for which is due to the multicultural society and high professional mobility;
* ensuring the successful assimilation of knowledge, skills and competencies in any subject area.
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.
Consider the stages of the formation of the UUD. 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:
1) conditions that ensure the construction and correct implementation by the student of a new method of action;
2) conditions that ensure "working out", that is, the education of the desired properties of the mode of action;
3) Conditions that allow you to confidently and fully transfer (interiorize) 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 (materialized) representation of the scheme of the orienting basis of the action, as well as the material form of the 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 (action in external speech "to oneself"), 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 relevant forms and is able to successfully include them in the current process of formation (actions with objects or their substitutes, speech forms etc.).
Thus, in this paragraph, the psychological and pedagogical aspects of the cognitive universal educational activities of younger students are considered. In the next paragraph, we will consider the formation of this type of universal learning activities for younger students in the lessons of the world around them.
1.3 Formation of cognitive UUD in younger students in the lessons of the world around
Cognitive UUD differ from our usual knowledge, skills and abilities. ZUN(s) were focused on simple relaying of knowledge. The teacher “chased the program”, the children listened, did not always hear, did not always understand, did not always have time to think. The teacher had no time to make sure whether the children were thinking, and children do not need to think, because they need to be taught, to remember. As a result, the teacher gradually turned into a person who considers himself the smartest, the most knowledgeable, the most - the most ... The student, under the conditions of constant edification, became intimidated, unsure of himself, deprived of his opinion, or an insolent and uncontrollable little man. In this state of affairs, it is pointless to wait for the emergence of strong, creative, confident individuals who are ready to think positively and act decisively.
The fundamental difference between the school standards of the new generation is their focus on achieving not only subject educational outcomes, but, above all, on the formation of the personality of students, their mastery of universal methods of educational activity, ensuring success in cognitive activity at all stages of further education.
Cognitive universal learning activities are one of the four blocks that make up the main types of universal learning activities that correspond to the key goals of general education and make up the functional literacy of students. It is important for the teacher to understand that their formation depends on structural components, which, for ease of perception, we structure in Table 1.
Table 1 - Classification of the components of cognitive UUD
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Action |
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Compare and highlight |
signs by which objects are compared |
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signs of similarity |
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signs of difference |
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main and secondary in the object under study |
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essential features of the object |
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Analyze |
split an object into pieces |
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characterize the parts of this object |
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draw conclusions |
find the main thing in the studied phenomenon or object |
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identify the main cause of the phenomenon |
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briefly draw up a statement linking cause and effect |
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schematize |
split an object into pieces |
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arrange parts in a certain order |
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define relationships between parts |
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draw up a graphic image |
From table 1, we see that in order to form skills, the teacher must know what actions they include. It is a guide to the action of a teacher who, in the course of systematic work, should receive formed cognitive universal learning activities characterized by specific skills. This is a kind of toolkit for diagnosing the listed skills and their criteria, which determines the ways for the development and implementation of these components of UUD.
Cognitive universal learning activities include three main types of activities: general educational, logical, problem setting and solving. Each action includes specific methods of activity that the student must master. Table 2 presents the methods of cognitive UUD and their operational characteristics.
Table 2 - Techniques and operational characteristics of cognitive UUD
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Characteristic |
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General educational universal actions |
Identification and formulation of a cognitive goal |
Student's independent action |
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search and selection of necessary information |
application of information retrieval methods, including using computer tools |
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sign-symbolic (modeling) |
transformation of an object from a sensual form into a model, where the essential characteristics of the object (spatial-graphic or sign-symbolic) are highlighted and the transformation of the model in order to identify the general laws that define this subject area |
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structuring |
application of skills in drawing up diagrams and tables |
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selection of the most effective ways to solve problems depending on specific conditions |
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reflection of methods and conditions of action |
control and evaluation of the process and results of activities |
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semantic reading |
understanding the purpose of reading and choosing the type of reading depending on the purpose |
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extracting the necessary information from the listened texts of various genres |
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definition of primary and secondary information |
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free orientation and perception of texts of artistic, scientific, journalistic and official business styles |
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understanding and adequate assessment of the language of the media |
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conscious and arbitrary construction of speech utterance in oral and written form |
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formulation Problems |
independent creation of activity algorithms in solving problems of a creative and exploratory nature |
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Universal Boolean Actions |
object analysis |
highlighting features (essential, non-essential) |
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establishment of causal relationships |
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building a logical chain of reasoning |
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proof |
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composing a whole from parts, including independently completing construction, replenishing the missing components |
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highlighting essential and non-essential features |
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establishing an analogy |
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choice of bases and criteria |
comparison, seriation, classification of objects |
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summing up the concepts |
inference |
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hypotheses |
their rationale |
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Statement and solution of the problem |
formulation Problems |
independent creation of ways to solve problems of a creative and exploratory nature |
The methods and characteristics of the main actions of cognitive UUD allow you to specify the main requirements for the results of their development: the student perceives and analyzes messages; owns the simulation action; owns a range of logical actions and operations; owns common tricks solving educational problems; searches for information; builds oral and written messages; carries out synthesis and analysis; compares and classifies; establishes causal relationships.
It is important to note such a general educational universal action as reflection. Reflection by students of their actions presupposes their awareness of all components of educational activity. The reflexive development of students should be given special attention, ensuring a change of position and a different view of their activities. It is necessary to give the child the opportunity not only to learn and be in the position of a "student", but also the opportunity to teach another - to be in the position of a "teacher".
We concretize the content of cognitive universal educational activities that are formed in the lessons of the surrounding world:
Mastering the methods of analysis;
Derivation of consequences from the definition of the concept;
Ability to compare, give specific examples;
Statement of a problematic question or problematic situation, prompting students' interest in finding an answer in the course of working with the material;
Creation of game situations in the lessons, which makes it possible to make the process of studying the world around us, the names of geographical objects more dynamic and interesting. Questions in the game should not be very simple and complex. The question should give rise to an incentive to work with additional literature, to a deep understanding of the topic.
Further, it should be noted that the student moves along individual route and masters UUD in stages, while the teacher must take it into account unique development: intellectual, emotional, psychological, physiological, etc. The organization of the development of universal educational activities should be carried out in stages:
Table 3 - The main stages of the formation of UUD in younger students in the lessons of the world around
In a simplified sense, the first stage of the formation of UUD is provided on the basis of grades 1-4 and is of a reproductive nature of activity.
Special attention should also be paid to the fact that the initial stage of education has a specific goal and content of cognitive universal educational activities. The organization of the stage-by-stage development of UUD provides a transition from simple levels of performance to higher ones: from materialized to verbal and mental form of action. The most important criterion for the assimilation of UUD on the content of any subject is the process of internalization - the performance of an action from an external objective form into a mental plan through speech forms. The more opportunity each student has to pronounce the sequence of performing educational actions, the more effective internalization will be for him. Table 4 presents cognitive UUD, which contain demonstrative components - speech actions, logical and sign-symbolic.
Table 4 - Indicative components in relation to cognitive ULD at the initial stage of obsession
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Cognitive UUD |
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brain teaser |
Sign-symbolic |
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Teach LEARN |
