What refers to regulatory educational actions. The concept of regulatory universal educational actions

Regulatory universal educational activities.

Regulatory UUDs include: goal setting, planning, forecasting, control, correction, evaluation and, what is very important, volitional self-regulation.

Let us consider the possibilities of forming regulatory control systems using the example of problem solving. With all the diversity of approaches, the following common components can be identified that contribute to the formation of UUD:

Analysis of the problem text (semantic, logical, mathematical) is a central component of the problem solving technique (for example, Mathematics 1st grade, part 1, page 14).

Translation of text into the language of mathematics using verbal and non-verbal means (for example, Mathematics 1st grade, part 1 p. 15). As a result of task analysis, the text appears as a set of certain semantic units. However, the text form of expressing these quantities often includes information that is not essential for solving problems. To make it possible to work only with essential semantic units, the text of the problem is written briefly using conventional symbols. After these tasks have been specifically isolated into a short record, you should move on to analyzing the relationships and connections between these data. To do this, the text is translated into the language of graphic models, understood as the representation of the text using non-verbal means - models of various types: drawing, diagram, graph, table, symbolic drawing, formula, equations, etc. Translating the text into the form of a model allows you to discover properties in it and relationships that are often difficult to identify when reading a text (for example, Mathematics 1st grade, part 1, pp. 37-50, etc.)

Establishing relationships between data and the question (for example, Mathematics 1st grade, part 1 p. 18, 27, 45). Based on the analysis of the conditions and question of the problem, the method of solving it is determined (calculate, construct, prove), and a sequence of specific actions is built. In this case, the sufficiency, insufficiency or redundancy of data is established.

Drawing up a plan to solve the problem. Based on the identified relationships between the quantities of objects, a sequence of actions is built - a solution plan. Of particular importance is drawing up a solution plan for complex, compound problems (for example, Mathematics 1st grade, part 1, p. 80 et seq.).

Implementation of a solution plan (for example, Mathematics 1st grade, part 2, page 56 (project 1), page 57 (project 1).

Checking and evaluating the solution to the problem. The test is carried out from the point of view of the adequacy of the solution plan, the solution method (the rationality of the method), leading to the result. One of the options for checking the correctness of a solution, especially in primary school, is a way of composing and solving a problem that is the inverse of a given one. There are quite enough such assignments and problems in the Mathematics textbooks of the School of Russia.

The general technique for solving problems should be the subject of special assimilation with sequential development of each of its components. Mastering this technique will allow students to independently analyze and solve various types of problems.

The described generalized method of solving problems in relation to mathematics in its general structure can be transferred to any academic subject. In relation to the subjects of the natural cycle, the content of the technique does not require significant changes - the differences will concern the specific subject language for describing the elements of the task, their structure and methods of sign-symbolic representation of the relationships between them.

It is assumed that resultformation of regulatory universal educational actions skills will be:

Understand, accept and maintain the learning task,

Set goals that allow you to solve educational problems;

Plan your actions in accordance with the goal and the conditions for its implementation;

Take into account planning rules and find control over the solution method;

Carry out final and step-by-step control of the results;

Distinguish between the method and the result of an action;

Be able to evaluate the correctness of an action according to specified external and generated internal criteria;

Make necessary adjustments to the action after its completion based on its evaluation and taking into account the nature of the errors made;

Perform educational activities in materialized, verbal and mental form;

Show initiative in educational cooperation;

exercise control based on the result and method of action;

Independently evaluate the correctness of the action and make the necessary adjustments to the execution, both at the end of the action and during its implementation;

Use external and internal speech for goal setting, planning and regulation of one’s activities;

In collaboration with the teacher, set new learning objectives;

Thus, goal setting, planning, mastering methods of action, mastering algorithms, assessing one’s own activities are the main components of regulatory management, which become the basis for educational activities.

Cognitive universal learning activities.

The beginning of schooling introduces the child into a new, unfamiliar world - the world of science, which has its own language, rules and laws. Often in the learning process, the teacher introduces the child to concepts and scientific objects, but does not create conditions for understanding the patterns connecting them. Understanding texts and assignments; the ability to highlight the main thing, compare, distinguish and generalize, classify, model, carry out elementary analysis, synthesis, interpretation of text, etc. - refers to cognitive UUD.

Tasks aimed at developing the ability to compare, create and use symbolic means to create models and diagrams. Interpret the drawing (picture).

Let us consider in more detail the issues of formation cognitive UUD when reading texts.

Reading skill is rightfully considered the foundation of all subsequent education. Full reading is a complex and multifaceted process that involves solving such cognitive and communicative tasks as understanding (general, complete and critical), searching for specific information, self-control, restoring a broad context, interpretation, commenting on the text, and much more. etc.

The process of reading involves such mental techniques as perception, recognition, comparison, understanding, comprehension, anticipation (Latin anticipation, foretelling of events, a preconceived idea about something, etc.), reflection, etc.

In learning to read, students need to master different types and types of reading.

Types of reading include:

Introductory reading aimed at extracting basic information or highlighting the main content of the text;

Study reading, with the goal of extracting, extracting complete and accurate information with subsequent interpretation of the content of the text;

Read expressively a passage, such as a work of fiction, in accordance with additional standards for voicing written text.

Types of reading are communicative reading aloud and silently, educational, independent.

Research on the psychology of reading shows that this type of speech activity is a multi-link intellectual and cognitive process. The content of teaching reflective reading is to master the following set of skills when reading literary texts:

The ability to anticipate the content of the subject plan of a text based on the title and based on previous experience;

Ability to understand the main idea of ​​a text,

Ability to explain;

The ability to predict events based on the content of the text;

Give a moral and ethical assessment of the actions of the heroes;

Ability to compare illustrative material with the content of the text;

The ability to reflect on changes in one’s emotional state during the reading process;

The ability to understand the mental state of the characters in the text and the ability to empathize;

Ability to understand purpose different types texts;

Ability to identify text topics;

The ability to set a reading goal, directing attention to information that is useful at the moment;

The ability to highlight not only the main, but also redundant information;

Ability to compare different points perspective and various sources of information on the topic.

It is assumed that the result of the formation of cognitive universal educational actions will be the skills:

voluntarily and consciously master the general method of solving problems;

search for the necessary information to complete educational tasks;

use sign-symbolic means, including models and diagrams to solve educational problems;

focus on a variety of ways to solve problems;

learn the basics of meaningful reading of literary and educational texts; be able to identify essential information from texts of different types;

be able to analyze objects highlighting essential and non-essential features

be able to carry out synthesis as composing a whole from parts;

Be able to carry out comparison, serialization and classification according to specified criteria;

Be able to establish cause-and-effect relationships;

Be able to build reasoning in the form of communication simple judgments about the object, its structure, properties and connections;

be able to establish analogies;

possess a general technique for solving educational problems.

Carry out an extensive search for information using the resources of the library, the educational space of the native land (small homeland);

Create and transform models and diagrams to solve problems;

Be able to select the most effective ways to solve educational problems depending on specific conditions.

Communicative universal educational activities.

From the very first lessons, the child is included in constructive, substantive communication. As mentioned earlier, the teacher develops in the student the ability to answer questions, ask questions, formulate main idea, conduct a dialogue, carry out semantic reading over time, etc. At the same time, the teacher must clearly explain to the student what kind of communication is accepted in the family, school, society, and what kind is unacceptable. The textbooks contain tasks to be completed in pairs and groups, which allows students to use the acquired knowledge in practical situations. This is facilitated by game situations, cross-cutting characters (in the outside world these are the children Nadya and Seryozha, the Question Ant and the Wise Turtle), characters from textbook pages, meaningful illustrative material, questions and assignments, tasks aimed at developing communicative learning skills, etc.

It is assumed that the result of the formation of communicative universal educational actions will be the skills:

understand the various positions of other people, different from your own, and focus on the position of your partner in communication;

take into account different opinions and the desire to coordinate different positions in cooperation;

formulate your own opinion and position orally and in writing;

negotiate and come to a common decision in joint activities, including in situations of conflict of interests;

construct statements that are understandable to the partner, taking into account what he knows and sees and what he does not;

to ask questions;

use speech to regulate your actions;

adequately use speech means to solve various communicative tasks;

construct a monologue statement, master the dialogical form of speech;

be able to argue your position and coordinate it with the positions of partners in cooperation when developing a common solution in joint activities;

be able to productively resolve conflicts based on taking into account the interests and positions of all participants;

accurately, consistently and completely convey the information needed by the partner;

be able to exercise mutual control and provide the necessary mutual assistance in cooperation;

adequately use speech means to effectively solve a variety of communicative tasks.

It is obvious that the formation of UUD largely depends on the pedagogically correct interaction between teacher and student and the effectiveness of their communicative activities. This is expressed both in the wording of questions and in the accuracy of the teacher’s comments, aimed directly at the formation of various types of UUD.

Examples of the formation of communicative, personal, cognitive and regulatory UUD.

1.Communicative UUDs are formed when:

the student learns to answer questions;

the student learns to ask questions;

the student learns to conduct a dialogue;

the student learns to retell the plot;

Students are taught to listen - before this, the teacher usually says: “We listen carefully.”

2. Personal UUDs are formed when:

The teacher asks questions that help create motivation, i.e., the question is aimed directly at generating interest and curiosity in students. For example: “What would you do...”; "What would you do...";

The teacher promotes the emergence of a personal, emotional attitude of students to the topic being studied. Usually this is facilitated by the questions: “How do you feel.”; "How do you like.".

3. Cognitive UUDs are formed when:

The teacher says: “Think”; “Complete the task”; "Analyze"; "Conclude..."

4. Regulatory UUD are formed when:

The teacher teaches specific methods of action: planning, setting a goal, using an algorithm for solving a problem, evaluating, etc.

When working with the educational complex “School of Russia”, when studying almost all topics, you can form all universal educational actions at the same time.

V. Programs of individual subjects, courses

5.1. General provisions

Primary school is an intrinsically valuable, fundamentally new stage in a child’s life: systematic education begins in educational institution, the sphere of his interaction with the outside world is expanding, changing social status and the need for self-expression increases.

Education in primary school is the base, the foundation of all subsequent education. First of all, this concerns the formation of universal learning activities (ULAs), which ensure the ability to learn. Today, primary education is called upon to solve its main task - to lay the foundation for the formation of a child’s educational activity, including a system of educational and cognitive motives, the ability to accept, maintain, implement educational goals, plan, control and evaluate educational actions and their results.

A feature of the content of modern primary education is not only the answer to the question of what a student should know (remember, reproduce), but also the formation of universal educational actions in personal, communicative, cognitive, regulatory spheres, ensuring the ability to organize independent educational activities. It is also necessary to extend general educational skills to the development of ICT competence of students.

In addition, the definition in programs of the content of those knowledge, skills and methods of activity that are supra-subject, i.e. formed by the means of each academic subject, makes it possible to unite the efforts of all academic subjects to solve common learning problems, to come closer to the realization of the “ideal” goals of education. At the same time, this approach will prevent narrow subject matter selection in the selection of educational content and ensure integration in the study of different aspects of the world around us.

The level of development of educational learning fully depends on the ways of organizing educational activities and cooperation, cognitive, creative, artistic, aesthetic and communicative activities of schoolchildren. This determined the need to highlight in the sample programs not only the content of knowledge, but also the content of activities, which includes specific educational activities that ensure the creative application of knowledge to solve life problems, and initial self-education skills. It is this aspect of exemplary programs that provides the basis for affirming the humanistic, personality-oriented orientation of the education process for junior schoolchildren.

An important condition for the development of children's curiosity, the need for independent knowledge of the world around them, cognitive activity and initiative in primary school is the creation of a developmental educational environment that stimulates active forms of cognition: observation, experiments, educational dialogue, etc. The conditions for the development of reflection - ability must be created for younger schoolchildren to realize and evaluate one’s thoughts and actions as if from the outside, to correlate the result of an activity with the set goal, to determine one’s knowledge and ignorance, etc. The ability to reflect is the most important quality that determines the social role of a child as a student, a schoolchild, and a focus on self-development.

The primary stage of education contributes to the social and personal development of the child. In the process of learning, a fairly conscious system of ideas about the world around us, about social and interpersonal relationships, and moral and ethical standards is formed. Changes occur in the child's self-esteem. While remaining quite optimistic and lofty, she becomes more and more objective and self-critical.

5.2. The main content of educational subjects at the primary level general education

5.2.1. Russian language

Types of speech activity

Hearing. Awareness of the purpose and situation of oral communication. Adequate perception of spoken speech. Listening to the information contained in the presented text, determining the main idea of ​​the text, conveying its content by question.

Speaking. The choice of language means in accordance with the goals and conditions of communication to effectively solve a communicative task. Practical mastery of the dialogical form of speech. Mastering the skills to start, maintain, end a conversation, attract attention, etc. Practical mastery of oral monologue statements in accordance with the educational task (description, narration, reasoning). Mastering the norms of speech etiquette in situations of educational and everyday communication (greeting, farewell, apology, gratitude, making a request). Compliance with spelling standards and correct intonation.

Hshading. Understanding educational text. Selective reading in order to find the necessary material. Finding information given explicitly in the text. Formulating simple conclusions based on information contained in the text. Interpretation and synthesis of information contained in the text. Analysis and evaluation of content, language features and text structure.

Letter. Writing letters, letter combinations, syllables, words, sentences in the literacy system. Mastering legible, neat writing, taking into account the hygienic requirements for this type of educational work. Copying, writing from dictation in accordance with learned rules. A written presentation of the content of the text listened to and read (detailed, selective). Creation of small own texts (essays) on topics interesting to children (based on impressions, literary works, plot paintings, series of paintings, viewing a fragment of a video recording, etc.).

Literacy training

Phonetics. Speech sounds. Awareness of the unity of the sound composition of a word and its meaning. Establishing the number and sequence of sounds in a word. Matching words that differ in one or more sounds.

Distinguishing between vowels and consonants, stressed and unstressed vowels, hard and soft consonants, voiced and unvoiced.

A syllable as a minimal pronunciation unit. Dividing words into syllables. Determining the place of stress.

Graphic arts. Distinguishing between sounds and letters: a letter as a sign of sound. Mastering the positional method of denoting sounds with letters. Vowel letters as an indicator of the hardness and softness of consonant sounds. Letter function e, e, yu, i. Soft sign as an indicator of the softness of the preceding consonant sound.

Introducing the Russian alphabet as a sequence of letters.

Hshading. Formation of syllabic reading skills (orientation to the letter denoting a vowel sound). Smooth syllabic and whole word reading at a speed that matches the child’s individual pace. Conscious reading of words, phrases, sentences and short texts. reading with intonation and pauses in accordance with punctuation marks. Development of awareness and expressiveness of reading based on short texts and poems.

Introducing orthoepic reading (when moving to reading whole words). Orthographic reading (pronunciation) as a means of self-control when writing from dictation and when copying.

Letter.Mastering hygienic requirements when writing. Development of fine motor skills of fingers and freedom of hand movement. Development of the ability to navigate the space of a sheet of paper in a notebook and the space of a chalkboard.

Mastering the design of written uppercase (capital) and lowercase letters. Writing letters, letter combinations, syllables, words, sentences in compliance with hygienic standards. Mastering legible, neat writing. Writing from dictation of words and sentences, the spelling of which does not differ from their pronunciation. Mastering the techniques and sequence of correct copying of text.

Understanding the function of non-literal graphic means: space between words, hyphenation.

Word and sentence. Perception of the word as an object of study, material for analysis. Observation of the meaning of a word.

Distinguishing between words and sentences. Working with sentences: highlighting words, changing their order.

Spelling. Introduction to spelling rules and their application:

· separate spelling of words;

designation of vowels after sibilants ( cha - now , chu - I feel , live - shi );

· capital letter at the beginning of a sentence, in proper names;

·transfer of words into syllables without consonant clusters;

Punctuation marks at the end of a sentence.

Speech development. Comprehension of the text read when independently reading aloud and when listening to it. Compiling short stories of a narrative nature based on a series of plot pictures, materials from one’s own games, activities, and observations.

Systematic course

Phonetics and orthoepy. Distinguishing between vowels and consonants. Finding stressed and unstressed vowel sounds in a word. Distinguishing between soft and hard consonant sounds, identifying paired and unpaired consonant sounds in terms of hardness and softness. Distinguishing between voiced and voiceless sounds, identifying paired and unpaired consonant sounds in terms of voicedness and voicelessness. Determination of the qualitative characteristics of sound: vowel - consonant; stressed vowel - unstressed; consonant hard - soft, paired - unpaired; voiced consonant - voiceless, paired - unpaired. Dividing words into syllables. Stress, pronunciation of sounds and combinations of sounds in accordance with the norms of modern Russian literary language. Phonetic analysis of the word.

Graphic arts. Distinguishing between sounds and letters. Indication in writing of the hardness and softness of consonant sounds. Using separators in writing ъ And b .

Establishing the relationship between the sound and letter composition of a word in words like table, horse; in words with iotated vowels e , e , Yu , I ;in words with unpronounceable consonants.

E.A. Starodubtseva,

primary school teacher.

MBOU Cadet School named after

Hero of the Russian Federation S.A. Solnechnikova,

Volzhsky, Volgograd region

Regulatory universal educational activities.

Levels of control development.

"The great purpose of education is
It’s not knowledge, it’s action.”
Herbert Spencer

The changes taking place in society cannot but affect modern man. Such changes include the development of science and technology, the emergence of new information technologies that transform people's lives. A modern person needs to be mobile, since throughout his professional activity he has to repeatedly retrain and acquire new knowledge and professions. Therefore, it is worth talking about the importance of lifelong education, which is becoming a reality and a necessity.

According to the order of the Ministry of Education and Science Russian Federation dated October 6, 2009, from January 1, 2010, the Federal State Educational Standard for Primary General Education came into force.

On September 1, 2011, first-graders began studying in accordance with the requirements of the Federal State Educational Standard for Primary General Education.

The need to optimize primary education is recognized by society as an urgent task when a significant gap arises between new system requirements for educational results and the actual results of the educational program.

In this regard, new Federal State Educational Standard, Along with mastering subject skills, it provides for the formation of universal educational actions in the learning process that provide schoolchildren with the ability to learn, the ability for self-improvement and self-development.

Analysis of new trends in optimizing the educational process at school allows us to talk about a change in the general paradigm of education, which is reflected in the transition:

From defining the goal of learning as the acquisition of knowledge, skills, abilities to defining the goal of learning as the formation to learn;

From the “sterility” of the system of scientific concepts that make up the content of the educational subject, to the ecological paradigm, including the content of learning in the context of solving life problems;

From the spontaneity of a student’s educational activity to the strategy of its purposeful organization;

From orientation to the educational and subject content of school subjects to the understanding of the educational process as a semantic one (the process of meaning formation and meaning generation);

From an individual form of knowledge acquisition to recognition of the leading role of educational cooperation.

The priority goal of school education is to develop students’ ability to independently set educational goals, design ways to implement them, monitor and evaluate their achievements. The student himself must become the “architect and builder” of the educational process.

Achieving this goal becomes possible thanks to the formation of a system of universal educational activities.

So, what do universal learning activities provide? In a broad sense, the term “universal learning activities” means the ability to learn, i.e. the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower sense, this term can be defined as a set of ways of action for a student that ensures the independent acquisition of new knowledge and the formation of skills, including the organization of this process.

Universal learning activities can be grouped into four main blocks:

1) personal;

2) regulatory;

3) cognitive, including logical, cognitive and sign-symbolic;

4) communicative actions.

Let us consider in more detail regulatory (including self-regulation actions) actions. Scientists and psychologists have found that successful schoolchildren have more high level self-organization than unsuccessful ones. The most significant influence on the success of training is the degree of formation regulatory educational actions such as goal setting, planning, self-control, volitional efforts.

Goal setting as setting an educational task based on the correlation of what is already known and learned by the student and what is still unknown. The first type of goal setting is the setting of specific tasks for the assimilation of ready-made knowledge and actions (understand, remember, reproduce). The second type is the acceptance and then independent setting of new educational tasks (analysis of conditions, selection of the appropriate method of action, monitoring and evaluation of its implementation).

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

Forecasting – anticipation of the result and level of assimilation, its time characteristics.

Function control in educational activities, this is the detection of deviations from the reference sample and making appropriate adjustments to the action.

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

Grade - highlighting and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation. Performs two functions - feedback and reinforcement (encouragement).

A commonly used form of assessment is the total indicators of the completeness and depth of mastery of the school curriculum, expressed in points on a five-point scale. Feedback using such indicators is extremely uninformative for both the teacher and the student. Vague and often arbitrary criteria for marking, and language incomprehensible to the student, do little to contribute to the formation and development of self-esteem.

Assessment and self-assessment in educational activities must fulfill the following functions :

inform the student about his completion of the program;

stimulate learning (focus more on what students know than on what they do not know; celebrate the slightest progress; set the student up for success; promote the development of positive self-esteem).

By the time a child enters school, the following indicators of the formation of regulatory universal educational actions can be identified:

The ability to carry out actions according to a model and a given rule;

Ability to maintain a given goal;

The ability to see the indicated error and correct it as directed by an adult;

Ability to control your activities based on results;

The ability to adequately understand the assessment of an adult and a peer.

To successfully formulate regulatory actions, it is necessary to change the approach to the teaching methods of subjects. First, review the structure and forms of lesson construction. Secondly, to change the planning of studying a topic, section, course based on the activity-based teaching method, it is necessary to teach students to learn, i.e. “obtain” knowledge ourselves.

Assessment of the level of control development in primary school students corresponds to the main provisions of the concept of P.Ya. Halperin, according to which the ideal shortened automated form of control is a process of attention.

Let's consider levels of control development.

The criteria for the development of a student’s voluntary regulation of his behavior and activities are the following skills:

choose means to organize your behavior;

remember and keep the rule, instructions in time;

plan, control and carry out actions according to a given pattern and rule;

anticipate the results of your actions and possible mistakes;

start performing actions and finish them at the required time point;

inhibit reactions that are not related to the goal.

Let us briefly consider, using several examples, how regulatory universal educational actions can be formed in children of primary school age.

Exercise 1.

Los lives in the forest. He eats grass and branches. He also needs salt. The boys go through the forest and salt but there is a stump. The moose will come to lick the salt. He will be strong and strong.

Indicate the number of errors: _____

Test yourself using the sample.

Sample.

Elk lives in the forest. He eats grass and branches. He also needs salt. The boys go into the forest and put salt on the tree stump. The moose will come to lick the salt. They will be strong and strong.

Task 2.

Mathematics

Compare your problem statement with the data:

It was 5 yab. It was 5 yab.

Ate - 3 yab. Ate - ? I would.

Left - ? I would. Remaining – 2 yab.

Which condition of the problem do you think is correct? Explain your choice.

Task 3.

Mathematics

Solve the problem using actions and make up a complex expression for it. Masha and Misha made up the following expressions:

Which one is right? How did everyone reason?

Task 4.

Russian language

Work on your scientific oral communication. Prepare an oral story on the topic “What new did I learn about the verb this year.” Make and write down a story plan. Choose examples for each point of the plan.

Task 5.

Technology.

Connect the pattern with lines to the stands that can be made from it.

Check the completion of the task in Appendix No. 4.

The use of these features of the organization of the educational process will contribute to the effective formation of regulatory universal educational actions, their properties and qualities, which in general will determine the effectiveness of the educational process, in particular the acquisition of knowledge, the formation of skills, the image of the world and the main types of competencies of students.

1. Best Method organizing educational work for schoolchildren - joint planning, discussion and assessment independent work.

2. Delegate self-organization to students while retaining the function of setting a common learning goal and providing assistance if necessary.

3. When teaching goal setting, move from private tasks for mastering ready-made knowledge and actions To independent production students new learning tasks(analysis of conditions, selection of the appropriate course of action, monitoring and evaluation of its implementation).

4. When organizing control, determine its criteria, track the time it takes to complete it, the automation of students’ actions, their focus on results or the method of action.

5. Remember that correctionactions is aimed at changing the content and sequence of cognitive operations in response to changed conditions of action and at regulating action over time.

6. In formation assessment activities Place the emphasis on the student's achievements.

Bibliography

Asmolov A.G. How to design universal learning activities in elementary school. From action to thought: a manual for teachers / A.G. Asmolov. – 3rd ed. – M.: Education, 2011

Galperin P.Ya. Teaching methods and mental development of the child /

P.Ya. Galperin. – M., 1985.

Kravtsova E.E. Psychological problems of children’s readiness to study at school / E.E. Kravtsova. – M., 1991

Order of the Ministry of Education and Science of Russia No. 373 dated October 6, 2009. “On approval and introduction

the federal state educational standard for primary

Aristova T.V., Boyko E.N., Karpeeva I.V. and others. Formation of universal educational actions by means of educational subjects in primary school: educational and methodological manual. - Omsk: BOUDPO "IROOO", 2012.

Regulatory skills

The origins of a child’s mastery of his behavior and his independent regulation have so far been little studied. The importance of studying them is beyond doubt. He also pointed out the regulating function of self-awareness in human behavior, and a number of researchers, , , , , , further emphasized the importance of self-awareness, especially self-esteem, in the formation of morality. However, child and educational psychology do not yet have data regarding the formation of the moral behavior of younger schoolchildren in combination with the characteristics of their self-awareness. In relation to younger schoolchildren, its role in the development of cognitive activity and the conditions for the formation of their self-esteem were studied.

Regulatory universal educational activities.

Regulatory actions ensure that students organize their learning activities. These include

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

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

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

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

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

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

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

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

separates volitional processes and arbitrariness, relating will to personal processes, associated with motivation, and volition to mastering the means of self-regulation, while noting the inextricable unity of the formation of volition in unity with the formation of the volitional sphere ().Will and volition are inextricably linked with the development of the motivational sphere. He considered the discrepancy between motive and goal, when the subject establishes this relationship, to be a distinctive feature of voluntary behavior. The ability to establish a relationship between goal and motive occurs in the middle preschool age, with which the appearance of the first forms of voluntary action is connected. The development of will and arbitrariness is associated with the formation of a stable hierarchy of motives, which makes the individual independent of situational influences (1968). Will and voluntariness develop in inextricable unity: each stage of the development of voluntariness presupposes the formation of new motives, which not only subjugate the old ones, but also encourage one to master one’s behavior using culturally specified means (, 19).

The fundamental characteristic of a person’s will and volition is the awareness or consciousness of behavior, which presupposes mediation or the presence of means. Such means are speech (signs), patterns, methods of action, rules (,). The development of voluntariness, 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 awareness of your actions. Accordingly, the stages of development of voluntariness are determined by 2 criteria: 1) the child’s level of awareness of his behavior; 2) means of organizing behavior.

Will and arbitrariness have different contents and, being interconnected, do not coincide in their manifestations. For example, many of a child’s actions according to a rule (instruction), being arbitrary, are not volitional, since their motives are set by an adult 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 assimilating it. The role of an adult in the formation of will and volition is different, which must be taken into account when organizing joint forms of activity, including educational ones. These differences are as follows:

1. Volitional effort is always proactive, its motivation comes from the child. The goal and task of a voluntary action can be set from the outside by an adult and can only be 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 indirect, for example, stimulated by a strong emotional experience.

3. Arbitrariness is formed in the process training, educational cooperation aimed at mastering the means of organizing action. The will is formed in joint life activity with an adult, aimed at upbringing sustainable values ​​and moral motives. The development of the will, thus, 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 assessment.

Thus, voluntariness is a conscious, intentional, indirect regulation of action in accordance with the changing conditions of the situation (2006).

Criteria for the formation of a student’s voluntary regulation of his behavior and activities can be the ability to:

Choose means to organize your behavior;

Remember and retain rules and instructions over time;

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

Anticipate intermediate and final results of your actions, as well as possible mistakes;

Start and end an action at the right moment;

Inhibit unnecessary reactions.

Voluntary execution of an action includes the ability to build one’s own behavior in accordance with the requirements of a specific situation, anticipating the intermediate and final results of the action and selecting the necessary means appropriate to them.

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

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

In the indicative part:

- presence of orientation ( does the child analyze the sample, the resulting product, and relate it to the sample);

- nature of orientation(collapsed - expanded, 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 collaboration with an adult or independent orientation and planning of action);

in the executive part:

- degree of randomness – chaotic trial and error without taking into account and analyzing the result and correlation 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 execution of actions);

in the control part:

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

nature of control ( collapsed - expanded, stating - anticipating);

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

Structural analysis activity allows us to identify the following components:

- Acceptance of the task(adequacy of accepting the task as a goal given in certain conditions, maintaining 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 real process, detecting errors and deviations, making appropriate corrections);

- grade ( statement of achievement of the goal or measures of approaching it and the reasons for failure, attitude towards success and failure);

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

- pace and rhythm of execution and individual characteristics.

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

Another important criterion for the formation of the regulatory structure of activity and the level of its arbitrariness is type of assistance , 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 a student’s regulatory universal actions and the level of arbitrariness of the action (, 2006).

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

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.

Page 2 Nomenclature of regulatory goal setting as setting an educational task based on the correlation of what is already known and learned by the student and what is still unknown; planning – determining the sequence of intermediate goals taking into account the final result; drawing up a plan and sequence of actions; forecasting – anticipation of the result and level of assimilation, its time characteristics; control in the form of comparison of the method of action and its result with a given standard in order to detect deviations and differences from the standard; correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its product; assessment - the student’s identification and awareness of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation; volitional self-regulation as the ability to mobilize strength and energy; the ability to exert volition - to make a choice in a situation of motivational conflict and to overcome obstacles.

Page 3 Assessing regulatory control systems The graduate will learn to: - search for the necessary information; - use sign-symbolic means; - construct a speech statement in oral and written speech; - highlight the necessary (essential information) from different types of text; - carry out analysis of objects highlighting essential and non-essential features; - carry out synthesis; - follow the specified criteria; - establish cause-and-effect relationships; - generalize; - carry out the subsumption of the concept on the basis of object recognition, identification of essential features and their synthesis; - establish analogies; - master general problem solving techniques. 1. Planned results

Page 4 2. Ways to achieve results 3. Ways of assessment Learning programs: “Harmony”, “Promising Primary School”, Razumovskaya M.M. “Russian language”, Belenky G.I. "Literature". Educational programs: “Fundamentals of research activity”, “Project activity”, “Serving the Fatherland with a pen”, “Talk about proper nutrition", "Gold placers", "Young journalist", "Theater for little ones", "Good habits", "Healthy lifestyle" Observation, portfolio, exhibitions, testing, competitions, school, district, RNPK, All-Russian festivals

Page 5 Diagnostics of the formation of regulatory UDSD Regulatory UDDTypical diagnostic tasks Provide the ability to manage cognitive and educational activities by means of setting goals, planning, forecasting, monitoring, correcting one’s actions and successfully mastering the material “Laying out a pattern of cubes” (goal: identifying the development of RUUD), 1 class “Attention test” (P.Ya. Galperin and S.L. Kabylnitskaya) (goal: identifying the level of formation of attention and control) grades 2 – 3. Types of tasks “Intentional mistakes” Search for information, tasks on analogies, find a pattern dispute mutual control “Looking for mistakes”

Page 6 Conditions for the formation and development of RUUD 1. From the beginning of training, it is necessary to accustom the student to use in external speech planning actions to solve a learning task, stimulation of actions (in order to ... (goal) ... must ... (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 the activity. The subject of student assessment should be educational activities and their results, methods of educational interaction, and their own capabilities for carrying out activities. 3. Changes in educational activities are regularly discussed with students based on a comparison of their previous and subsequent achievements, analysis of the reasons for failures and identification of missing operations and conditions that would ensure the successful completion of the educational task. 4. Assessment becomes necessary in order to understand and understand what exactly should be improved and how. 5. The use of color and graphic forms of presenting assessments (indicated by squares of different colors and presented in tables in which the results of home and tests, using a “progress chart” that will allow children to track their growth and determine goals and directions for their activities. 6. Encouraging children for activity, cognitive initiative, any efforts aimed at solving a problem, any answer, even if it is not correct.

Page 7 Methodological techniques for the formation of RUUD Use in the educational process of such forms of work as: Organization of mutual checking of assignments - mutual assignments of groups Educational conflict Discussion by participants of their methods of action Filling out a reflective portfolio

Page 8 Effects of non-standard tasks of entertainment, surprise of the novelty of the search question, setting a cognitive task of fascinating forms and methods of presenting paradox, identifying contradictions between new and previous ideas about phenomena

Page 9 technology of productive reading problem-dialogical technology research technology project technology Technologies

Page 10 The criteria for the formation of regulation of one’s activities can be the ability to: choose means for organizing one’s behavior; remember and retain rules and instructions over time; plan, control and perform an action according to a given pattern, rule, using norms; anticipate intermediate and final results of your actions, as well as possible mistakes; start and end an action at the right moment; inhibit unnecessary reactions.

Page 11 What does mastery of RUUD give to a student: 1. The student knows how to draw up an action plan. 2. The student can make the necessary additions and adjustments to the plan and method of action if necessary. 3. The student realizes what has already been learned and what still needs to be learned, as well as the quality and level of learning. 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 resultant, procedural and predictive self-control. 7. The student has formed an internal action plan. 8. Before starting to act, the student determines the sequence of actions. 9. The child can respond adequately 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 performing your own work and the work of everyone, based on existing criteria, improve evaluation criteria and use them during assessment and self-assessment. 11. Explain to yourself: “what is good and what is bad about me” (personal qualities, character traits), “what I want” (goals, motives), “what I can” (results).

Regulatory

universal learning activities

Schools today are changing rapidly, trying to keep up with the times. The main change in society, which also affects the situation in education, is the acceleration of the pace of development. Therefore, today it is important not so much to give the child as much specific subject knowledge and skills as possible within the framework of individual disciplines, but to equip him with such universal methods of action that will help him develop and improve himself in a constantly changing society.

The role of the teacher today has changed - now he is the organizer of the development of the student, who understands and knows how not only to give knowledge to the child, but also to use the lesson for the development of regulatory, communicative, cognitive universal educational actions. The teacher is the child’s main assistant in mastering competencies. He walks alongside, creating conditions for development, and not just for mastering subject knowledge! Therefore, a primary school teacher should move on to the purposeful and systematic formation of universal educational activities, one of which is regulatory educational activities.

The goal of the work is to form a system of universal educational activities for primary schoolchildren to improve the quality of education.

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

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

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

forecasting- anticipation of the result and level of knowledge acquisition, its time characteristics;

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

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

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

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

Having analyzed the activities of students at each stage of the lesson, I identified those regulatory universal learning actions (URA), which, with proper organization, are formed in students:

Of course, the table presents universal learning activities in a generalized form. There was more specificity in the selection of tasks, forms of organizing activities and teaching aids for each stage of the lesson. And yet, this table allowed me, even during planning, to see at what stage of the lesson what meta-subject results are formed with the correct organization of students’ activities.

Students' mastery of regulatory universal educational actions occurs in the context of different academic subjects. Each academic subject, depending on the subject content and ways of organizing students’ educational activities, reveals certain opportunities for the formation of educational learning.

Mathematics teaches children to plan the stages of upcoming work, determine the sequence of educational actions; monitor and evaluate their correctness, search for ways to overcome errors. the ability to build an algorithm for searching for the necessary information.

The Russian language gives the ability to navigate the goals, objectives, means and conditions of communication.

The world forms the ability to regulate one’s own activities aimed at understanding the surrounding reality and the inner world of a person.

Reading teaches children the ability to build a plan highlighting essential and additional information.

The development of regulatory actions is associated with the formation arbitrariness of behavior . The formation of RUUD is facilitated by activity-type technologies presented in the teaching and learning complexes used at school: “Perspective Primary School” and “Perspective”, “Rhythm”. The following technologies are presented in the teaching materials:

1. Problem-based and dialogic learning is an activity-based approach to learning.

2.Organization of educational cooperation.

3. .

4. Design and research activities.

5.Use of interactive capabilities of ICT.

Problem-dialogue technology gives a detailed answer to the question of how to teach students to pose and solve problems. In accordance with this technology, during the lesson of introducing new material, two parts should be worked out: posing an educational problem and searching for its solution. Formulation of the problem– This is the stage of formulating a lesson topic or research question. Finding a solution– the stage of formulating new knowledge. Students pose a problem and search for a solution during a dialogue specially structured by the teacher. This technology primarily creates regulatorye universal learning activities, ensuring the cultivation of problem-solving skills. The methodological apparatus of the textbooks provides for introducing students to this technology (the introductory article “How we will learn” is common to all textbooks). The stages of technology are indicated in textbooks with orange blocks (“Identify the lesson problem”, “Solve the problem, discover new knowledge”, “Compare your conclusion with the author’s”, etc.).

Technology for assessing educational achievements(academic success) is aimed at developing students’ control and assessment independence by changing the traditional assessment system. Students develop the ability to independently evaluate the results of their actions, control themselves, find and correct their own mistakes; motivation for success. Relieving students of the fear of school control and assessment by creating a comfortable environment helps preserve their mental health.

This technology is aimed primarily at the formation of universal educational actions, as it ensures the development of the ability to determine whether the result of an activity has been achieved. Along with this, the formation of communicative universal educational actions occurs: through learning, one can defend one’s point of view with reason and logically justify one’s conclusions. Fostering a tolerant attitude towards other decisions leads to personal student development.

Project activities plays an important role in the formation of regulatory management systems: in determining the goals of activities, drawing up an action plan to achieve a creative result; in working according to a drawn up plan with a comparison of the resulting result with the original plan; in understanding the causes of difficulties that arise and finding ways to overcome the situation

The use of the presented technologies in the system and relationships, building a unified educational environment, will make it possible to take a big step towards creating conditions for the formation of educational learning.

Planned results for the formation of RUUD at the end of 1st grade:

accepts and saves the learning task

takes into account the action guidelines identified by the teacher in the new educational material

plans his actions together with the teacher

masters methods of self-assessment, adequately perceives proposals

Having analyzed the first year of work on the formation of the UUD, I highlighted the following:

we need to teach children plan and forecast your work;

in every lesson you need involve children in discovering new knowledge; discuss together why this or that knowledge is needed, how it will be useful in life;

teach children set goals and look for ways to achieve them;

To develop the ability to evaluate their work, children together with the teacher must develop an assignment assessment algorithm;

at the lesson pay great attention to self-examination children;

the teacher must help the child find himself, creating a situation of success.

The use of these features of the organization of the educational process will contribute to the effective formation of regulatory universal educational actions, their properties and qualities, which in general will determine the effectiveness of the educational process, in particular the acquisition of knowledge, the formation of skills, the image of the world and the main types of competencies of students.

Literature:

Federal State Educational Standard for Primary General Education[Text]/ Ministry of Education and Science of the Russian Federation. - M.: Education, 2010. - 32 p. - (Second generation standards).

Pedagogical encyclopedic dictionary[Text] / Ch. ed. B.M. Bim-Bad - M.: Great Russian Encyclopedia, 2003. - 528 p.

Asmolov A. G. How to design universal educational activities in elementary school: from action to thought: a manual for teachers [Text] / edited by A.G. Asmolov. - M.: Education, 2010.-152 p.