It is not a regulatory universal educational action. The essence of the concept of regulatory uud, their types. Criteria for evaluating multimedia projects

Today, society and the state put forward more and more new requirements for the results of schooling. In the standards of the first generation, the purpose of education was the direct transfer of knowledge from the teacher to the students, and the result, showing the results of learning, was the mastery of a system of knowledge, skills and abilities. In the standards of the second generation, the concept of "ZUNs" is no longer used. The purpose of education is also changing. Now schools should produce people who not only mastered a set of certain knowledge and skills, but also know how to get them on their own. It is understood that graduates must have certain universal learning activities (ULA).

The concept of universal learning activities

Universal learning activities - this is a set of ways of various actions that contribute to the active self-development of the student, helping to independently master new knowledge, master social experience, and form a social identity. What is UUD according to GEF, saying in simple words? These are actions that help "teach a person to learn." Universality means:

Metasubject, character. The concept of UUD does not refer to any one subject
Form the psychological abilities of students
They are the basis of any activity of the student.

Universal learning activities perform the following functions:

They create conditions for the comprehensive development of the individual on the basis of readiness for continuing education.
They contribute to the successful formation of skills, competencies, the assimilation of knowledge in various subject areas.
They provide the student with the opportunity to independently carry out the activities of learning, goal-setting, monitoring and evaluating the process and learning outcomes.

Universal learning activities include the following types:

personal
regulatory
cognitive
communicative

Personal universal learning activities

Personal UUD- these are actions that ensure the determination of the value-semantic orientation of students. They also contribute to the definition of a person of his place and role in society and the establishment of prosperous interpersonal relationships.

IN learning activities There are several types of actions:

self-determination in different areas: professional, personal;
meaning formation: awareness of the meaning and motive of learning, the connection between them;
Moral assessment of the acquired material, the ability to make a personal moral choice based on social values.

To form personal UUD, it is proposed to use the following methodological techniques and tasks:

Group projects. Students jointly choose an interesting and relevant topic, distribute roles within the group. Everyone contributes to the implementation of the project.
Portfolio management. The diary of individual achievements contributes to the creation of a situation of success, thereby increasing self-esteem and establishing self-confidence. The portfolio encourages the desire for self-improvement, the formation of positive personality characteristics.
Attraction of local history material for academic and extracurricular activities
Creative tasks

Characteristics of regulatory universal learning activities

Regulatory universal learning activities are actions that provide organization and correction of learning activities. This group includes:

goal setting: goal setting and learning task;
Planning: establishing a sequence of actions in accordance with the established goal and taking into account the expected result;
Forecasting: the ability to predict the result and its characteristics;
Correction: the ability to make changes to the plan in case of discrepancy with the standard;
Grade: definition and awareness of what has been assimilated and still to be assimilated; assessment of what has been learned;
Self-regulation: the ability to overcome obstacles and conflicts that have arisen;

For the formation of regulatory UUD, several methodological approaches are proposed. First of all, the student must establish and understand the purpose of studying a topic. Without this, successful mastering of the material is impossible. To form the objectives of the lesson, students at the beginning of the lesson can be offered the following table:

The last column can also be filled in at the end of the lesson, then its title should be changed: “What new and interesting things did I learn in the lesson?” Variations are possible in accordance with the topic of the lesson. For example, at the beginning of a history lesson on the topic “The Religion of the Ancient Greeks”, there may be work with such a table:

To form a planning UUD, it is advisable to use the following techniques:

Planning
Discussion of a plan for solving a learning problem
Work with a deliberately changed (deformed by the teacher) plan, its adjustment

Characteristics of cognitive universal learning activities

Cognitive UUD These are general educational activities that include:

Self-setting cognitive goals
Finding and structuring the necessary information using various means
semantic reading
Modeling

In a number of cognitive UUDs, a group is distinguished logical universal actions. This:

Creating hypotheses and testing them
Establishing causal relationships
Definition of logical reasoning
Implementation of classifications, comparisons

The following techniques and methods contribute to the development of cognitive UUD: assignments for finding correspondences, drawing up a cluster, a logical chain, developing test questions and answers to them, working with historical documents.

Communicative universal learning activities

Communicative UUD name the actions that social competence facilitating the acquisition of dialogue building skills; enabling them to integrate into the social environment. These include:

Finding a safe way out of conflicts
Ability to formulate questions correctly
Ability to express thoughts fully and accurately
Control and correction of the partner's behavior in the group

For the development of communicative UUD, it is proposed to use such tricks:

Drafting clarifying questions or questions to the speaker
Making judgments
Making presentations or messages in front of an audience
Continuation and development of a classmate's judgment

Children really like the technique called “hot chair”. It is suitable for consolidating the material covered. Two people come to the board. One of them sits down on a chair called "hot" facing the class. He must not see the board. The second student writes a term or date on the board. The class must explain the meaning to the seated person, and he, in turn, should name the concept itself.

Such a simple technique as a story from an illustration also helps to develop communicative UUD. When compiling it, the student uses visual support, causing a passive lexicon. In addition, illustrations can enliven the story itself, interest children, and encourage them to study the material.

An educational discussion occupies a prominent place among the means that form communicative UUD. This is the name given to the exchange of opinions on a particular problem. The discussion contributes to the acquisition of new knowledge, the development of the ability to defend one's opinion. There are many forms: forum, "court", debate, symposium, " round table”, brainstorming, “aquarium” technique, “meeting of the expert group”.

Criteria for the formation of UUD

To determine the degree of formation of the UUD, the following main criteria are used:

Regulatory Compliance
Compliance of the results of the development of UUD with the requirements prescribed in advance
Consciousness, completeness and reasonableness of actions
Criticality of actions

Contributing to the formation and development of UUD, the teacher helps students become active participants in the educational process. Having mastered the universal educational actions, the student will not get lost in the incessant flow of information, he will acquire a very important skill - “the ability to learn”.

Why right now we put the formation of UUD at the forefront of the learning process, because education as a system for transferring the accumulated values of society to the younger generation has existed since the emergence of the school as a social institution?

The answer to this question is obvious. The changes that have taken place in Russia over the past ten years, namely, the speed of updating the system of scientific knowledge, the increase in the volume of information; complication of content educational material school education without due attention to the task of forming educational activity, it leads to the lack of formation of the ability to learn among students. They determined a new social order of society for the activities of the education system, contributing to a change in the general paradigm, i.e. approach, education, which is reflected in the transition: · from defining the goal of learning as the acquisition of knowledge, skills, to defining the goal of learning as the formation of the ability to learn; from the spontaneity of the student's educational activity to its purposeful organization; from focusing on educational and subject content school subjects to understanding the educational process as semantic (the process of meaning formation and meaning generation);

From an individual form of learning to the recognition of the leading role of educational cooperation. At present, the school still continues to focus on learning, releasing a trained person into life.- a qualified performer.

Now children have a lot of rights and opportunities.We cannot be authorities because we do not know everything. Some parents advocate free parenting. They tell their children: “Be whole and healthy and try yourself in all areas. There will be a need to enter a university, we will find you a tutor. Develop."

After all, today's information society requires a learner, who is able to independently learn and relearn many times over the course of a constantly lengthening life, ready for independent actions and decision-making.

That is why the school sharply stood up and currently remains actual problem independent successful assimilation by students of new knowledge, skills and competencies, including the ability to learn. Great opportunities for this are provided by the development of universal educational activities (UUD).

That is why the “Planned Results” of the Second Generation Education Standards (FSES) determine not only subject, but meta-subject and personal results.
The ability to learn is ensured by the fact that universal learning actions as generalized actions open up the possibility of a broad orientation of students, both in various subject areas and in the structure of the learning activity itself, including students' awareness of its target orientation, value-semantic and operational characteristics.
The ability to learn is a significant factor in increasing the efficiency of students' mastering of subject knowledge, skills and the formation of competencies, the image of the world and the value-semantic foundations of personal moral choice. The 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.

Universal learning activities are generalized actions that open up the possibility of a broad orientation of students, both in various subject areas and in the structure of the learning activity itself, including students' awareness of its target orientation, value-semantic and operational characteristics.
UUD functions 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; ensuring the successful assimilation of knowledge, skills and competencies in any subject area.
UUD provide the stages of assimilation of educational content and the formation of the psychological abilities of the student. 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.

Types of universal learning activities:

1. personal;

2. regulatory (including also the actions of self-regulation);

3. cognitive;

4. communicative.

Consider regulatory UUD. For a successful life in modern society a person must have regulative actions, i.e. be able to set a specific goal for yourself, plan your life, predict possible situations. At school, students are taught to solve complex mathematical examples and problems, but they do not help in mastering ways to overcome life's problems.

For example, now students are concerned about the problem passing the exam. To do this, their parents hire tutors, spend time and money preparing for exams. At the same time, a student, having the ability to independently organize his educational activities, would be able to successfully prepare for the exams himself. In order for this to happen, he must have formed regulatory UUD, namely: the student must be able to correctly set a task for himself, adequately assess the level of his knowledge and skills, find the easiest way to solve the problem, and so on. Now we can get any information we need from the Internet, and it is not necessary to memorize any information. The main thing today is to be able to use this information. Our life is unpredictable. Perhaps in a few years when entering a university or other educational institutions the student will need such knowledge that is now taught in school in insufficient volume. So that the child does not get confused in such a situation, he needs to master UUD - universal educational actions. The ability to learn is essential for every person. This is a guarantee of his normal adaptation in society, as well as professional growth.

The function of regulatory UUD is the organization by students of their educational activities. Picture-scheme depicting regulative universal learning activities
Nomenclature of regulatory UUD:

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

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

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

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

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

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

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

A child learns some material in the form of learning activity when he has an internal need and motivation for such assimilation. After all, a person begins to think when he has a need to understand something. And thinking begins with a problem or question, surprise or bewilderment. The problem situation is created taking into account the real contradictions that are significant for children. Only in this case it is a powerful source of motivation for their cognitive activity, activates and directs their thinking. So, first of all, at the initial stage of the lesson, it is necessary to create conditions for the formation of positive motivation among students, so that the student understands what he knows and what he does not know, and, most importantly, wants to know it. In the classroom, we must teach students to set a goal themselves, to draw up a plan to achieve this goal. Based on the goal and plan, the students should guess what results they can achieve. Determine and formulate the purpose of the activity, draw up an action plan to solve the problem (task).

§ Determine the purpose of educational activity with the help of a teacher and independently, look for means of its implementation.

§ Learn to identify and formulate a learning problem together with the teacher, choose the topic of the project with the help of the teacher.

§ Make a plan for completing tasks, solving problems of a creative and exploratory nature, completing a project together with the teacher. Take action to implement the plan.

§ Working according to the plan, compare your actions with the goal and, if necessary, correct mistakes with the help of a teacher. § Working according to the plan, use along with the main and additional funds ( reference literature, complex devices, ICT tools). Correlate the result of your activity with the goal and evaluate it.

§ In dialogue with the teacher, learn to develop assessment criteria and determine the degree of success in the performance of one's own work and the work of everyone, based on the existing criteria, improve assessment criteria and use them in the course of assessment and self-assessment.

§ During the presentation of the project, learn to evaluate its results.

§ Understand the reasons for your failure and find ways out of this situation.

§ And without which any goal cannot be achieved is volitional self-regulation. The student must force to complete the task that has been started, and at the proper level.

§ Understand the reasons for your failure and find ways out of it.

Conditions for the Formation and Development of Regulatory Actions:

1. From the beginning of training, it is necessary to teach the student to use in external speech action planning to solve a learning problem, stimulation of actions (in order to ... (goal) ... it is necessary ... (action)), control over the quality of the actions performed, assessment of this quality and the result obtained , correction of errors made in the process of activity.

2. The child is given the task of evaluating the results of activities. The subject of student assessment should be learning activities and their results, ways learning interaction, own opportunities for carrying out activities.

3. Changes in learning activities are regularly discussed with students based on a comparison of their previous and subsequent achievements, an analysis of the reasons for failures and the identification of missing operations and conditions that would ensure the successful completion of the learning task.

4. Evaluation becomes necessary in order to understand and understand what exactly and how should be improved.

5. The use of color and graphic forms for presenting grades (indicated by squares of different colors and presented in tables in which the results of homework and tests are separately recorded, the use of a “progress schedule” that will allow children to track their growth and determine the tasks and directions of their activities.

6. Encouragement of children for activity, cognitive initiative, any efforts aimed at solving the problem, any answer, not even the correct one.

7. Use in educational process forms of work such as:

Organization of mutual verification of tasks, - mutual tasks of groups,

study conflict,

Participants discuss ways to act

Completing a reflective portfolio.

8. The means of forming regulatory UUD are the technologies of productive reading, problem-dialogical technology, the technology of evaluating educational achievements (educational success).

For diagnostics and formation of regulative universal educational actions, the following types of tasks are possible:

- “intentional errors”;

Search for information in the proposed sources, analogy tasks, the child is offered two pictures, find patterns and answer the question;

Dispute;

mutual control;

- looking for mistakes

CONOP (control survey on a specific problem).

The ability to:

Choose means to organize your behavior;

Remember and keep the rule, instructions in time;

Plan, control and perform an action according to a given pattern, rule, using norms;

Anticipate the intermediate and final results of their actions, as well as possible errors;

Start and end the action at the right time;

Slow down unnecessary reactions. TO

The criterion for the formation of the regulatory structure of activity and the level of its arbitrariness is the type of assistance.

Degree of assistance

Conditions under which assistance is provided

1. The action is performed uncertainly - approval, support

2. Difficulties arise, stop - remarks “Try again”, “Perform further” 3. Action is performed erroneously Question “Is it so?”

4. The action is repeated erroneously The question "Why?" with a request to explain the reason for the action

5. The whole task is performed incorrectly Showing, demonstrating the correct execution of an action, instruction in an effective plan.
Ownership of RUUD gives:
1. The student is able to draw up an action plan.
2. The student can make the necessary additions and adjustments to the plan, and the course of action if necessary.
3. The student is aware of what has already been learned and what is still to be learned, as well as the quality and level of assimilation.
4. The student can set a learning task based on the correlation of what is already known and mastered by the student, and what is still unknown.
5. The student is capable of volitional effort.
6. The student has the skills of resulting, procedural and predictive self-control.
7. The student has an internal plan of action.
8. The student, before starting to act, determines the sequence of actions. 9. The child can adequately respond to difficulties and is not afraid to make a mistake. Understand the reasons for your failure and find ways out of this situation. 10. In dialogue with the teacher, learn to develop evaluation criteria and determine the degree of success in the performance of one's own work and the work of everyone, based on the existing criteria, improve evaluation criteria and use them in the course of evaluation and self-evaluation. 11. Explain to yourself: “what is good in me and what is bad” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).

Dear fellow teachers!

To help you form regulatory universal learning activities, we suggest you use the developed "reminders":
Step 1. If the child has difficulty completing assignments, then: - Inviting the child to complete any assignment, follow certain rules:

Firstly, it is necessary that the children, having received the task, immediately repeat it. this makes the child mobilize, "tune in" to the task, better understand its content. and also take this task personally to yourself; secondly, you need to offer them to immediately plan their actions in detail, i.e. immediately after the instruction, proceed to its mental execution: determine the exact deadline, outline the sequence of actions, distribute work by day, etc.
Step 2. If the child has difficulty in determining the sequence of intermediate goals, taking into account the final result, then: - it is necessary to introduce a restrictive goal and determine the optimal moment for introducing a restrictive goal: the goals set for the child should not be common (become an excellent student, correct their behavior, etc. .), but very specific, aimed at mastering separate elements behaviors that can be easily controlled; a specific goal must be set immediately before it must be completed (for example, immediately before the lesson); you must first set a goal for a very short time (for this change, for the first 10 minutes of the lesson); constant daily monitoring of the fulfillment of the planned goals is mandatory (for these purposes, it is recommended to keep a special diary in which the child, together with an adult - a teacher, would outline specific tasks for himself to fulfill and record an assessment of success in writing.

Step 3. If a child has difficulties in evaluating, correcting and controlling his activities, then it is recommended: - Organization of joint work among younger students (performing educational tasks after school hours - at home or in an extended day group): collective discussion, mutual verification, mutual control. The subject of student assessment should be learning activities and their results; ways of educational interaction; own capacity to carry out activities.
Step 4. If a child has difficulties in volitional self-regulation, then the following recommendations for the formation of volitionality in children can be distinguished: * Games with rules and productive activities
*Director's game
* A good tool to help a child regulate his pace of activity is an hourglass.

· Step 5. For the formation of regulative universal learning activities, the following types of tasks are possible: “intentional errors”; search for information in the proposed sources; mutual control; mutual dictation (method of M.G. Bulanovskaya); dispute; learning material by heart in the classroom; looking for mistakes.
The main thing for the teacher is to remember that all students are stars, small and big, close and far, but equally beautiful. Each star chooses its own flight path. Every star wants to shine.

And our task is to help students in this. We wish you patience and creativity!

In accordance with the Federal State Educational Standard primary education second generation one of the most important functions elementary school- formation of a set of universal educational activities (UUD). UUD is a system of various educational activities of a student, which allow not only to independently master new knowledge about the world around him, but also to successfully organize the process of cognition in order to improve the quality of his education.

Universal learning activities can be grouped into four main blocks:

1) personal; 2) regulatory; 3) cognitive; 4) communicative.

Personal actions allow to make the doctrine meaningful, linking them with real life goals and situations. Personal actions are aimed at understanding, researching and accepting life values, allow you to orient yourself in moral norms and rules, develop your life position in relation to the world.

Regulatory actions provide the ability to manage cognitive and educational activities by setting goals, planning, monitoring, correcting their actions, assessing the success of mastering.

cognitive actions include the actions of research, search, selection and structuring of the necessary information, modeling of the studied content.

Communicative actions provide opportunities for cooperation: the ability to hear, listen and understand a partner, to plan and carry out in a coordinated manner joint activities, distribute roles, mutually control each other's actions, be able to negotiate, lead

discussion, expressing themselves correctly, supporting each other, and cooperating effectively with both the teacher and peers.

Features of regulatory actions

For a successful existence in modern society, a person must have regulatory actions, i.e. be able to set a specific goal for yourself, plan your life, predict possible situations. At school, students are taught to solve complex mathematical examples and problems, but they do not help in mastering ways to overcome life's problems.

The function of regulatory UUD - organizing students' learning activities.

Regulatory UUDs include:

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

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

. forecasting - anticipation of the result and the level of assimilation, its temporal characteristics;

. control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard;

. correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the real action and its product;

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

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

According to the authors of the new standard, “in the field of regulative universal learning activities, graduates will master all types of learning activities, including the ability to accept and maintain learning goal task, plan its implementation (including internal plan), monitor and evaluate their actions, make appropriate adjustments to their implementation.

The child learns any material in the form of educational activity when he hasinner need and motivationsuch assimilation. After all, a person begins to think when he has a need to understand something. And thinking begins with a problem or question, surprise or bewilderment.Problem situationis created taking into account the real contradictions that are significant for children. Only in this case it is a powerful source of motivation for their cognitive activity, activates and directs their thinking. So, first of all, at the initial stage of the lesson, it is necessary to create conditions for the formation of positive motivation among students, so that the student understands what he knows and what he does not know, and, most importantly, wants to know it. The teacher in the classroom should teach studentsto set a goal, to make a plan to achieve this goal.Based on purpose and plan,students should guess what results they can achieve.Determine and formulate the purpose of the activity, draw up an action plan to solve the problem (task).

Before the teacher, there is a problem of selectionmethodical methods of formation of regulative universal educational actions.Let us consider in more detail the methods of forming goal-setting and planning actions. The purpose of the lesson is related to its topic, therefore, at the first lessons of the first grade, it is important to introduce the concept of the topic of the lesson, giving a definition accessible to children of this age: “Each lesson has a theme.The topic is what we will talk about in the lesson.Initially, the topic of the lesson is called by the teacher, seeking to understand the topic by the students: “I will name the topic of our lesson, and you tell me what we will talk about today in the lesson.” The topic appears on the board.

Goal-setting as a comprehension of the proposed goal is important for the organization of educational activities. At the same time, we note that planning comes from the introduction of the definition of the concept of "plan" - this is an order, a sequence of actions; plan (algorithm, instruction) of actions known to children. Gradually, students will learn how to plan their actions to solve a learning problem.

The plan of the lesson or its stage should be working: it is necessary to periodically return to the plan during the lesson, mark what has been done, determine the goal of the next stage and further actions, control the progress of solving the educational problem, correct and evaluate your actions.

The work of planning your actions contributes to the development awareness activities carried out, control for achieving the goal, evaluating, identifyingcauses of errors and their correction.

As regards the evaluation action , then it is directly relatedwith control action.The main function of a meaningful assessment in this case is to determine, on the one hand, the degree of mastering by students specified method actions, on the other hand, the advancement of students relative to the already mastered level of the mode of action.

Self-esteem begins where the child himself participates in the production of evaluation - in the development of its criteria, in the application of these criteria to various specific situations. Yes, children receive criteria and methods of assessment from adults. But if the child is not allowed to produce evaluation criteria, to delicately adjust them to each specific situation, then he is not independent in the evaluation. Cooperation with the teacher in the selection of assessment criteria is aimed primarily at developing students' abilities and skills self-assessment as an essential component self-learning.

Self-esteem reflects the degree to which a child develops a sense of self-esteem, a sense of his own value and a positive attitude towards everything that is within the scope of his Self. Therefore, low self-esteem implies self-rejection, self-denial, and a negative attitude towards one's personality.

These actions allow the student not only to rationally approach the implementation of educational tasks received from the teacher, but also to organize their own self-education both during the years of study at school and after graduation. The role of regulatory actions increases as the student moves from class to class. This is due to the fact that, on the one hand, from class to class, the amount of educational content that he must learn is growing. On the other hand, when growing up, the student's attitude to learning and, in particular, to various academic disciplines, to their place in his plans for the future, changes.

Goal setting is initial stage activities. At a specific lesson, the goal can act as a goal-image that directly guides and regulates learning activities throughout the lesson, and as a goal-task that regulates activity through the end result, which acts in the form of knowledge.

A.K. Markova notes that motives, even the most positive and diverse, create only a potential opportunity for the development of the student, since the realization of motives depends on goal-setting processes. those. from the ability of students to set goals and achieve them in learning. Goals are the expected end results of those actions of the student that lead to the realization of their motives.

It is important to teach the student himself conscious acceptance and active goal setting. In the course of the analysis of new material, when checking homework, it is desirable to first lead the students to an understanding of the teacher's goal, then to the independent setting of the students' own goals that have personal meaning. It is necessary to consistently work out with them the setting of different goals - flexible, promising, increasingly difficult, but realistically achievable, corresponding to their capabilities. Parallel work on the formation of goal-setting techniques can also be carried out in other areas of the child's life, where he should be given the opportunity not only to set them himself, but also to really try out ways to achieve the goal for himself.

Goal setting has a significant impact on the development of the individual as a whole. This influence is due to the presence of certain functions:

Orienting (helps to correctly navigate the system of knowledge about potential targets human activity and in the ways of implementing the process of goal-setting).

Sense-forming (provides the opportunity to realize and subjectively accept the goal of the upcoming activity).

Constructive-projective (defines the nature, methods, sequence, means and other characteristics of actions aimed at achieving goals in the conditions that are identified by the subject himself).

Reflective-evaluative (causes the need to develop one's own attitude to the activity and the goal-setting process associated with it, in order to realize the correctness of goal setting).

Regulatory (provides the influence of the goal-setting process on the ways of regulating activities and behavior aimed at achieving the goal).

In the structure of the goal-setting process, there are:

motivational component, expressing the conscious attitude of the individual to goal setting;

a content component that combines the body of knowledge of the individual about the essence and specifics of the goal-setting process;

operational and activity component based on a set of skills and abilities for goal-setting in the structure of one's own activity;

a reflexive-evaluative component that characterizes the student's knowledge and analysis of his own goal-setting activities;

emotional-volitional component, which includes volitional and emotional manifestations that direct the activity of the individual to retain and achieve the intended goal.

The implementation of any activity by a person is always accompanied by conscious or unconscious self-control, during which its performance is evaluated and, if necessary, corrected.

Evaluation from general scientific positions is interpreted as an expression of attitude towards the subject of evaluation. The person starting the evaluation must know the ideal sample of the object being evaluated and the evaluation rules, according to which the object being evaluated is compared in a certain way with the ideal sample of the object. Based on the result of the comparison, an assessment is made, in which the compliance of the evaluated object with its ideal model is confirmed or not confirmed.

Self-assessment is called self-assessment. “Self-esteem is a component of self-consciousness, which includes, along with knowledge about oneself, a person’s assessment of himself, his abilities, moral qualities and deeds." Self-assessment is carried out in the course of mental and practical activity of a person. In it, during the analysis, the compliance or non-compliance of the evaluated object with the accepted samples, standards is established. On its basis, the student chooses methods of correction and improves his own activity.

The main purpose of self-esteem is to provide a person with the regulation of their own activities. From the standpoint of the problem I am considering, the main functions of self-assessment for students are:

ascertaining (what of the studied material I know well, and what is not enough);

mobilization-incentive (I understood and learned a lot, but this still needs to be dealt with);

design (to thoroughly prepare for control work, must be repeated).

The importance of self-esteem lies not only in the fact that it allows a person to see the strengths and weak sides of his work, but also in the fact that, on the basis of understanding its results, he gets the opportunity to build his own program of further activities.

Thus, regulatory actions are those actions that provide students with the organization of their educational activities, they include: goal setting, planning, control, self-regulation, correction.

Gradeless learning

training action initial unmarked

In the context of the introduction of the Federal state standard It is extremely important for each teacher to reconsider their views on the system of assessing the results of students. The assessment system is a complex multifunctional organism that includes teachers, students, and their parents in a special activity. .

IN modern school the teacher's work system is aimed at maximizing the disclosure and development of the personal qualities of each student. Taking into account the fact that a modern elementary school is not a school of skill, but a school of testing the child's strengths, the problem of assessment becomes relevant. educational achievements each student, aimed at personal growth and development.

Very different children come to the same school, to the same class, but all of them, starting to study, receive an attitude that new knowledge and discoveries await them at school. Promotion is therefore a difficult path for each child individually. The success of the child should be determined not by the notorious "5" and "4", but by the personal dynamics of development and the desire to learn. If all teachers could agree and not compare children with each other, then there would be much more happy children in the world.

The problem of assessing the educational achievements of students and an adequate form of expression of this assessment is long overdue. One of the directions for improving the content and structure of education is the search for ways to gradeless education in elementary school. The modern traditional five-point assessment system does not provide a full-fledged opportunity for the formation of students' evaluative independence. .

It performs the function of external control, it does not imply a student's self-assessment, nor a comparison of his internal assessment with an external one. The assessment system makes it difficult to individualize learning. It is difficult for a teacher to fix and positively evaluate the real achievement of each student; the teacher has to maneuver between fixing the results of the child according to certain standards and fixing the success of this child in comparison with himself.

The grading system is uninformative. It is difficult for the teacher and students to determine the directions for further efforts - what needs to be worked on, what needs to be improved. The system often has a traumatic character for the child. Often the marking system is an instrument of psychological pressure, which is directed at the child and his parents. All this leads to a decrease in interest in learning, an increase in the psychological discomfort of students in learning, an increase in anxiety and, as a result, to a deterioration in physical health schoolchildren.

Obviously, all these shortcomings cannot be eliminated by replacing the five-point system with some equivalent of a "marking" system - neither a ten-point, nor a hundred-point, nor the number of earned "stars", "bunnies" and "turtles".

It is necessary to search for a fundamentally different approach to assessment, which would eliminate negative aspects in learning, would contribute to the individualization of the educational process, increase learning motivation and learning independence in learning. With the search for such forms, the emergence of the idea of ungraded learning is connected.

It would be premature to say that such an assessment system has been developed at the technology level. At the same time, scientists have already identified and formulated some general approaches to its construction, teaching practice specific forms of its organization are being worked out.

Gradeless learning is learning that does not have a 5-point mark form as a form of quantitative expression of the result of evaluative activity. To manage learning activities, monitoring and evaluation must be procedural and reflexive. To improve the effectiveness of training, control and evaluation should have a diagnostic and corrective focus. To determine the development prospects of students, assessment should be practical, and control should be planning. These approaches are based on the following key questions:

What to assess (i.e. what exactly is to be assessed and what should not be assessed);

How to evaluate (i.e. by what means should what is being evaluated be recorded);

How to evaluate (i.e. what should be the evaluation procedure itself, the stages of its implementation);

What should be considered in such an assessment (i.e. what are the necessary pedagogical conditions effectiveness of the ungraded grading system).

Elementary school teachers working on a non-grading system note that in these classes:

Higher level of learning activity; children strive for contact with the teacher, they are not afraid to express their opinion, even if it is erroneous;

The level of anxiety is lower, there are fewer manifestations of negative emotions (namely, this reduces the effectiveness of training);

The tasks performed by children are not only reproductive, but also creative in nature.

Working within the framework of non-grading education, the teacher, when assessing the knowledge and skills of the student's achievements, should not use "substitutes" for the marking system. In gradeless teaching, such assessment tools are used that, on the one hand, allow you to record the individual progress of each child, on the other hand, do not provoke teachers to compare children with each other, ranking students according to their academic performance. These can be conditional scales that record the result of the work performed according to a certain criterion, various forms of graphs, tables, "List of individual achievements", which mark the levels of the child's educational achievements in a variety of parameters. All these forms of fixing evaluation are the personal property of the child and his parents. The teacher should not make them the subject of comparison - it is unacceptable, for example, to hang out the so-called "Achievement Screen" in the classroom. Grades should not become the reason for punishment or encouragement of the child either by the teacher or by the parents.

A feature of the assessment procedure in non-marking learning is that the student's self-assessment must precede the teacher's assessment. The discrepancy between these two estimates becomes the subject of discussion. For assessment and self-assessment, only those tasks are selected where there is an objective unambiguous assessment criterion (for example, the number of sounds in a word), and those where the subjectivity of the assessment is inevitable (for example, the beauty of writing a letter) are not selected.

The criteria and form of evaluation of each work of students may be different and should be the subject of an agreement between the teacher and students.

The student's self-assessment must be differentiated, i.e. be made up of evaluations of their work on a number of criteria. In this case, the child will learn to see his work as the sum of many skills, each of which has its own evaluation criterion. The child himself chooses the part of the work that he wants to present to the teacher for evaluation today, he himself appoints the evaluation criterion. This teaches students the responsibility of evaluative actions. The teacher does not have the right to make value judgments about the draft work that the student does not present for evaluation.

Meaningful self-esteem is inseparable from the ability to control oneself. In training, special tasks should be used that teach the child to compare his actions with the model.

Younger students have the right to independently choose the complexity control tasks. The child's right to doubt and ignorance should be formalized not only verbally. Doubt marks are introduced (for example, a question mark), the use of which is highly appreciated by the teacher. A system of tasks is being created, specifically aimed at teaching the child to separate the known from the unknown. Gradually, tools are being introduced that allow the child and his parents to track the dynamics of educational success relative to himself, to give relative, and not just absolute estimates (for example, graphs)

During the period of gradeless assessment, you can use the principles of gradeless assessment developed by G.A. Zuckerman.

Let me explain some of the forms that are most often used by teachers in the classroom.

1. " Good words and compliments"

In the first grade, it is simply necessary to formulate a verbal assessment of the student's activities in an emotional form. Evaluation function: encouragement to success, it is important to show satisfaction with the success of the student. In addition, in the process of such assessment, the teacher shows the student what he has already achieved and what he has to master:

"Well done! But ... " Therefore, the assessment of the student's activity in this case will perform the following functions: point out errors in educational activities and ensure the student's agreement with the mark in the subsequent period of assessment. Non-verbal types of help are also effective: it is important to mention such types of praise as a smile, touching a child, an encouraging gesture. Such an atmosphere creates a situation of success and a healthy psychological climate.

2. "Deskmate" - mutual assessment.

Evaluating someone else's work is a necessary way of working. It is no secret that many first-graders who are motivated to achieve good results have high self-esteem. When organizing mutual verification, I orient students to the fact that they should see the good in each other, learn from each other. I teach children to empathize, rejoice at the success of a classmate, and critically approach the work done. Acquiring the skill of evaluating their own and other people's achievements, children gain experience of mutual assistance and mutual support.

The student first evaluates himself, then there is an exchange of notebooks and assessment in pairs. If the scores match, then the neighbor's cross is circled. The discrepancy between the estimates is fixed by the cross of the neighbor taken in the circle.

For assessment and self-assessment, only those tasks are selected where there is an objectively unambiguous assessment criterion (for example, the number of words in a sentence).

3. "Self-esteem"

The opportunity for self-assessment is introduced from the first days of training.

The student's self-assessment must precede the teacher's assessment. For evaluation, only those tasks are selected where there is an objective unambiguous evaluation criterion (i.e. the child knows how to do this, for example, count the number of sounds in a word).

After completing the task, the child evaluates the correctness of the work performed, for which the “Magic Ruler” developed by T.V. Dembo and S.Ya, Rubinshtein.

Retrospective and predictive self-assessment can be used. Retrospective self-assessment is an assessment of work already done; it is simpler than predictive, so the formation of self-esteem should begin with it.

Predictive self-assessment is a "growth point" of the very ability of younger students to evaluate themselves. It is possible to offer children to evaluate themselves only when their retrospective self-assessment is realized, adequate and differentiated. .

There are two options for such self-assessment:

the child evaluates himself before doing the work, and then agrees or disagrees with himself after it is done;

the child evaluates himself before completing the task, and then again after the teacher's check.

Current assessments that record the progress of younger students in mastering all the skills necessary for the skills being formed can also be entered into a special "List of Individual Achievements", which is useful to have for each child. The children and the teacher can mark the mastered skills in it with the help of any icons or, for example, by painting over a certain cell - in whole or in part. In the "List of Individual Achievements" it is useful to record current grades for all skills being formed at this stage.

On the same sheet, you can mark the child in mastering other skills necessary for the formation of stable reading, writing, computing skills, etc. The regularity of filling out the sheet can be weekly. The sheet can be filled out by both the teacher and the student himself (together with the teacher and under his control.)

Thus, non-marking training is training in which there is no 5-point mark form as a form of quantitative expression of the result of evaluation activities. In gradeless teaching, such assessment tools are used that, on the one hand, allow you to record the individual progress of each child, on the other hand, do not provoke teachers to compare children with each other, ranking students according to their academic performance.

CONCLUSION

Thus, summing up the above, we can conclude that the mastery of regulative learning activities allows not only successful learning, but also solving vital problems, contributes to the formation of universal learning activities among students, enables children to grow up as people who are able to understand and evaluate information, make decisions. , control their activities in accordance with their goals. And these are exactly the qualities that a person needs in modern conditions.

That is why the problem of independent successful assimilation by students of new knowledge, skills and competencies, including the ability to learn, has become acute and currently remains an urgent problem for the school. Great opportunities for this are provided by the development of universal educational activities (UUD).

Regulatory Skills

The origins of the child's mastery of his behavior, his independent regulation, have so far been little studied. There is no doubt about the importance of studying them. He also pointed to the regulatory function of self-consciousness in human behavior, and a number of researchers, , , , , further emphasized the importance of self-consciousness, especially self-esteem, in the development of morality. However, child and educational psychology do not yet have data concerning the formation of the moral behavior of younger schoolchildren in combination with the peculiarities of their self-awareness. Applied to junior schoolchildren studied mainly its role in the formation cognitive activity and the conditions for the formation of their self-esteem, .

Regulatory universal learning activities.

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

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

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

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

- control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard;

- correction- making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the real action and its product;

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

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

Regulation the subject of its activity presupposes arbitrariness and will. Arbitrariness - the ability to act according to the model and obedience to the rules (, 1989) involves the construction of an image of a situation and a mode of action, the selection or design of a means or rule and the retention of this rule in the process of a child’s activity, the transformation of a rule into an internal rule as the basis of purposeful action. Will is seen as highest form voluntary behavior, namely voluntary action in conditions of overcoming obstacles. Volitional action is distinguished by the fact that it is the subject's own, initiative and at the same time conscious and meaningful action. Will in action manifests itself as meaningful initiative.

shares volitional processes and arbitrariness, referring will to personal processes associated with motivation, and arbitrariness to mastering the means of self-regulation, while noting the inextricable unity of the formation of arbitrariness in unity with the formation of the volitional sphere (). Will and arbitrariness are inextricably linked with development motivational sphere. hallmark voluntary behavior considered a mismatch between motive and purpose, when the subject establishes this ratio. The ability to establish the relationship of goal to motive arises in the middle preschool age, with which the appearance of the first forms of arbitrary action is connected. The development of will and volition is associated with the formation of a stable hierarchy of motives, which makes a person independent of situational influences (, 1968). Will and arbitrariness develop in an inseparable unity: each stage in the development of arbitrariness involves the formation of new motives that not only subjugate the old ones, but also encourage mastery of one's behavior with the help of culturally given means (, 19).

The fundamental characteristic of will and arbitrariness in a person is awareness or consciousness of behavior, suggesting mediation or the presence of means. Such means are speech (signs), patterns, methods of action, rules (,). The development of arbitrariness, as the ability to master one's behavior, accordingly, acts as a mediation of one's activity (both external and internal). A necessary prerequisite for this is the awareness of their actions. Accordingly, the stages of development of voluntariness are determined by 2 criteria: 1) the level of awareness of the child's behavior; 2) means of organizing behavior.

Will and arbitrariness have different content and, being interconnected, do not coincide in their manifestations. For example, many actions of a child according to a rule (instruction), being arbitrary, are not volitional, since their motives are set by adults and do not come from the child himself.

The development of will and arbitrariness occurs in the process of communication between a child and an adult as an intermediary in introducing the child to cultural experience and its assimilation. The role of an adult in the formation of will and arbitrariness is different, which must be taken into account when organizing joint forms of activity, including educational. These differences are as follows:

1. Willpower is always initiative, its motivation comes from the child. The goal and task of a voluntary action can be set from outside by adults and only accepted or not accepted by the child.

2. Voluntary behavior is always mediated, which requires the introduction by adults of certain means of organizing action, which will then be consciously used by the child. Volitional effort can be unmediated, for example, prompted by a strong emotional experience.

3. Arbitrariness is formed in the process learning, educational cooperation aimed at mastering the means of organizing action. The will is formed in joint life activity with an adult, aimed at upbringing stable values and moral motives. The development of the will, therefore, is inextricably linked with the value-semantic structure of the child's consciousness, with the universal personal actions of meaning formation and moral and ethical evaluation.

Thus, arbitrariness is a conscious, deliberate, mediated regulation of an action in accordance with the changing conditions of the situation (, 2006).

The ability to:

Choose means to organize your behavior;

Remember and keep the rule, instructions in time;

Plan, control and perform an action according to a given pattern, rule, using norms;

Anticipate the intermediate and final results of their actions, as well as possible errors;

Start and end the action at the right time;

Slow down unnecessary reactions.

Arbitrary performance of an action includes the ability to build one's own behavior in accordance with the requirements of a particular situation, anticipating the intermediate and final results of the action and selecting the necessary means corresponding to them.

The allocation of a system of universal regulatory actions is based on the functional and structural analysis activities. We emphasize that we are talking about any activity, including educational.

functional analysis activity is aimed at the indicative, control and executive parts of the action (, 2002) and takes into account:

In the orientation part:

- the presence of orientation ( whether the child analyzes the sample, the resulting product, correlates with the sample);

- nature of orientation(collapsed - deployed, chaotic - organized);

- orientation step size(small - operational - in blocks; is there an anticipation of the future intermediate result and how many steps forward; anticipation of the final result);

-nature of cooperation(co-regulation of action in cooperation with an adult or independent orientation and planning of action);

in the executive part:

- degree of arbitrariness - chaotic trial and error without taking into account and analyzing the result and correlating with the conditions for performing the action or arbitrary execution of the action in accordance with the plan;

- nature of cooperation(closely joint - divided - independent performance of the action);

in the control part:

degree of arbitrariness of control(chaotic - in accordance with the control plan; availability of controls and the nature of their use);

nature of control ( folded - expanded, ascertaining - anticipating);

- nature of cooperation(closely joint - divided - independent performance of the action).

Structural analysis activity allows us to distinguish the following components:

- Accepting a task(adequacy of the acceptance of the task as a goal given in certain conditions, the preservation of the task and attitude towards it);

- execution plan, regulating the operational execution of an action in relation to certain conditions;

- control and correction(orientation aimed at comparing the plan and the real process, detecting errors and deviations, making appropriate corrections);

- grade ( a statement of the achievement of the set goal or a measure of approach to it and the reasons for failure, the attitude to success and failure);

- measure of separation of action ( joint or shared);

- pace and rhythm of performance and individual characteristics.

The listed functional and structural components activities are indicators of the formation of the overall structure of activity regulation.

Another important criterion for the formation of the regulatory structure of activity and the level of its arbitrariness is kind of help necessary for the student to successfully complete the action. Table 6.1 presents the types of assistance provided, which can become the basis for assessing the formation of the student's regulatory universal actions and the level of voluntary action (, 2006).

Table 6.1. Types of assistance provided. 5 - most low level action regulation.

Degree of assistance

Conditions under which assistance is provided

The action is performed uncertainly

Difficulties arise, stop

Action performed in error

The action is being repeated incorrectly

The whole task is not running correctly

Approval, support

The question "Is it so?"

The question "Why?" with a request to explain the reason for the action

Demonstration, demonstration of the correct performance of an action, instruction in an effective plan

Regulatory universal actions are aimed at managing cognitive and transformative activities. The choice of the optimal academic discipline is determined by the age of the student.

Krivenko Inessa Nikolaevna,
English teacher GBOU Lyceum 488
Vyborgsky district of St. Petersburg

"The great goal of education is not knowledge, but action."

Herbert Spencer

The Federal State Educational Standard of Primary General Education defines in the most important tasks modern education system: the formation of a set of "universal learning activities" that provide the "ability to learn", the ability of the individual to self-development and self-improvement through the conscious and active appropriation of new social experience, and not just the development by students of specific subject knowledge and skills within individual disciplines.

Among the main types of UUD can beselect four blocks:

1) personal;

2) regulatory (including alsoactions of self-regulation);

3) cognitive;

4) communicative.

Regulatory UUD

The main task of regulatory UUD is the organization by students of their educational activities.

TO regulatory UUD relate:

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

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

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

control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard;

correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the real action and its product;

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

strong-willed self-regulation as the ability to mobilize forces and energy;

The following actions of student control contribute to the formation of regulatory UUD in an English lesson: methods of self-checking and mutual checking of tasks. Students are offered texts to check containing different kinds errors (graphic, spelling, grammatical, etc.). And to solve this problem, together with the children, you can draw up rules for checking the text that determine the algorithm of actions.

In the process of work, the child learns to independently determine the goal of his activity, plan it, independently move according to a given plan, evaluate and correct the result obtained. IN modern education many teaching materials English language have ready-made texts of work for self-examination, which allows each child to independently determine their pros and cons based on the material covered.

In addition, it stands out assessment technology, aimed at developing the control and evaluation independence of students by changing the traditional assessment system.

Technology project activities can also serve as a means of formation and development of regulatory UUD. The focus of projects on the original end result in a limited time creates the prerequisites and conditions for achieving regulatory metasubject results:

Determining the goals of the activity, drawing up an action plan to achieve the result of a creative nature;

Work according to the plan drawn up with a comparison of the resulting result with the original plan;

Understanding the causes of difficulties and finding ways out of the situation.

ICTs also contribute to the formation of regulatory ULDs.This provides:

Assessment of conditions, algorithms and results of actions performed in the information environment;

Using the results of an action placed in the information environment to evaluate and correct the action performed.

Goal-setting - setting a learning task based on the correlation of what is already known and learned by the student, and what is still unknown
- planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions.

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

Control - comparison of the method of action and its result with a given standard in order to detect deviations and differences from the standard.

Correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the real action and its product.

Evaluation - the selection and awareness by the student of what has already been learned and what is still to be mastered, awareness of the quality and level of assimilation.

Volitional self-regulation - the ability to mobilize forces and energy; to volitional effort

The criteria for the formation of the student's regulation of their activities

can be the ability to:

memorize and keep the rule, instructions in time;

plan, control and execute an action according to a given pattern,

rule, using norms;

start and end a conversation at the right time.

For the formation of regulatory UUD, the teacher provides assistance in the form of:

approval, support; remarks “Try again”, “Perform further”;

demonstration, demonstration of the correct performance of an action, instruction in an effective plan.

The main thing for the teacher is to remember that all students are stars, small and big, close and far, but equally beautiful. Each star chooses its own flight path. Every star wants to shine.

Literature:

1. Federal State Educational Standard for Primary

general education (grades 1-4)

http://minobrnauki.rf/documents

2. E.N. Solovova Practicum to base rate methods of teaching foreign

languages. M Enlightenment 2006