Educational results of the modern educational process. Implementation of Federal State Educational Standards subject results. Instructions for planning educational outcomes
The main goal modern education is the development and education of intellectual, free, mobile, moral and creative personality. In the light of international criteria for measuring the quality of the education system, one of the first places is the problem of developing mobility, the ability to work with information, and make decisions in non-standard situations.
This approach is reflected in the main regulatory documents of the educational sphere, in particular in. Meta-subject competencies are included in the list of basic learning outcomes that, according to the new standards, students must master.
The concept of “metasubjectivity” has several meanings. In didactics, it is most often used in the sense of “supra-subjectivity”, i.e. the amount of knowledge that is formed and used not in the process of teaching a specific school subject, but throughout the entire education. Meta-subject knowledge is necessary to decide how educational objectives, and various life situations.
In the Federal State Educational Standard, meta-subject competencies are linked to, which make any activity conscious and effective. Among them:
- strategic;
- research;
- design;
- stagers;
- modeling;
- constructing;
- predictive.
Meta-subject competence is based on the following concepts.
- Meta-activity- the ability to perform any activity with objects, a universal way of life.
- Metaknowledge— information about methods and techniques of cognition, the structure of knowledge and ways of working with them.
- Metaways- methods that help find new ways to solve problems, non-standard activity plans.
- Meta-skills- universal general educational skills and abilities.
These meta-skills include:
- fundamentals of theoretical thinking (definition of concepts, systematization, classification, proof, generalization);
- Possession of information processing skills (analysis, synthesis, interpretation, evaluation, argumentation);
- (working with facts: comparison, ability to distinguish unreliable information, find logical inconsistency, identify ambiguity, etc.);
- makings of creative thinking(identifying problems in standard situations, finding an alternative solution, combining traditional and new methods of activity);
- regulatory skills (formulate hypotheses, determine goals, plan, choose method of action, );
- main qualities of thinking (dialectical, flexible, etc.)
The meta-subject approach to the educational process replaces the traditional practice of dividing knowledge into individual school subjects with modern technologies aimed at studying a holistic picture of the world. This makes it possible to combine the personal, cognitive and general cultural development and self-development of the student, the continuity of the primary, secondary and senior stages of education.
Content of meta-subject competencies
The Federal State Educational Standard specifies twelve main criteria that meta-subject mastery results must meet general education program main general education. They can be roughly divided into several groups.
Ability to plan and carry out activities:
- independently determine the purpose of learning, identify and set new educational or cognitive tasks, expand cognitive interests;
- analyze the task and the conditions under which it must be implemented;
- compare the content of the specified task with existing knowledge and skills;
- independently plan ways to achieve your goals, find effective ways to achieve results, the ability to look for alternative non-standard ways to solve cognitive problems;
- the ability to compare one’s own actions with planned results, to control one’s activities carried out to achieve goals;
- consider different points of view and choose the right way to implement the assigned tasks;
- evaluate your actions, change them depending on existing requirements and conditions, adjust them in accordance with the situation;
- assess the correctness of performing a cognitive task, your existing possibilities for achieving it;
- be able to exercise self-control, self-esteem, make decisions and make informed choices in cognitive and educational activities.
Ability to work in a team:
- organize joint educational activities with the teacher and classmates, collaborate;
- , and independently;
- coordinate your motives and positions with public ones, subordinate your interests to collective ones;
- find a common solution that will satisfy common interests;
- show tolerance, tolerance, ;
- listen to other opinions, as well as formulate, defend and argue your opinion.
Ability to carry out cognitive actions:
- determine the essence of concepts, generalize objects;
- find analogies;
- independently find criteria and grounds for classification, carry out classification;
- establish cause-and-effect relationships;
- build logical reasoning, draw conclusions and draw your own conclusions;
- create, use and change symbols, signs;
- create diagrams and models for solving various cognitive or educational problems;
- carry out semantic reading (read the text, assess the degree of reliability and apply it in practice).
Ability to use computer technology:
- use various sources of information using a computer;
- determine the reliability and credibility of a source;
- be able to select the necessary information;
- know methods of transmitting and copying information;
- use the Internet for productive communication and interaction.
.
actions all participants
The use of modern technologies in the educational process educational technologies activity type;
Effective management of an educational institution using information and communication technologies,
- the presence of modern updated schools (buildings with their modern technological and safe contents).
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Sergeeva V.P., Zelenovsky branch of MBOU Platonovskaya Secondary School
MODERN EDUCATIONAL TECHNOLOGIES AND NEW EDUCATIONAL RESULTS
One of the basic goals of general education is to create conditions for the formation in young people of the ability to bear personal responsibility for their own well-being and the well-being of society, the formation of social mobility and adaptation. In relation to primary school this goal is specified as follows:
to develop the ability to make a responsible choice of one’s own individual educational trajectory.
To achieve this goal, a teenager who has completed this basic educational program must:
To see and understand the value of education, to be motivated to continue it in one form or another, regardless of the specific characteristics of the future life path he chooses;
Possess appropriate academic-subject and key competencies at a certain level of their implementation;
Have a certain social experience that allows him to more or less consciously navigate the rapidly changing world around him;
Be able to make an informed choice, at least at the level of the information and experience that he has, and be responsible for it.
In this regard, the basic educational program (BEP) of basic general education primarily providesbasic (general) requirementsto the results of mastering the general education program of basic general education:
– end-to-end educational resultscontinue to be the object of special attention at the level of basic education and are measured through:
- educational independence, implying the student’s ability to create and use means for his own personal development;
- educational initiative - the ability to build one’s educational trajectory, the ability to create situations necessary for one’s own development and adequately implement them;
- educational responsibility - the ability to make decisions for oneself about readiness to act in certain non-standard situations.
– subject knowledgemust become instrumental so that the student can use them in order to:
- calculate interrelated parameters of a system object;
- mutually coordinate different processes when the object changes;
- manipulate complex dependencies;
- determine and set conditions for the preservation and transformation of complex objects;
- solve problems in non-standard conditions;
- build an initiative test of independent advancement in sections of a certain subject area (educational interest and educational ambition).
- in area understanding and thinkingStudents should have:
- positional vision of the objects being studied;
- the ability to correlate different symbolic forms of description of objects, expressed in the ability to translate some signs into others and record semantic changes when changing iconic forms;
- V scopethe ability to transform one’s own way of acting must arise, expressed in the ability to:
The requirements for results listed above are reflected in private educational results for subject areas.
The condition for achieving these educational results is the construction of educational educational activities, taking into account the age characteristics of students, based on the multiplicity of types of child activities - “universal educational activities”, which provide the opportunity for each student to independently carry out learning activities, set educational goals, search for and use the necessary means and methods to achieve them, be able to control and evaluate educational activities and their results. They create conditions for the development of personality and its self-realization.
UUD are aimed at achieving the planned educational results, which can be achieved if applied in educational activities modern educational technologies:
Design and research;
Technologies for developing critical thinking through reading and writing;
Problematic;
Information and communication;
Level differentiation;
Problem-based - dialogue;
Assessment technologies;
Technologies for productive reading;
Technologies for productive dialogue;
Learning situation;
Discussion technologies.
1. PROJECT METHOD (project activities). RESEARCH ACTIVITIES
Project method – educational technology, the goal of which is focused not only on the integration of existing factual knowledge, but also the acquisition of new (sometimes through self-education) knowledge.
Educational, research and project activities have the following features:
1) the goals and objectives of these types of activities of students are determined by both their personal and social motives. This means that such activities should be aimed not only at increasing the competence of adolescents in the subject area of certain academic disciplines, at developing their abilities, but also at creating a product that is meaningful to others;
2) educational, research and project activities should be organized in such a way that students can realize their needs in communicating with groups of classmates, teachers, etc. By building various kinds of relationships in the course of purposeful, exploratory, creative and productive activities; teenagers master the norms of relationships with different people, skills to move from one type of communication to another; acquire skills of individual independent work and collaboration in a team;
3) organization of educational research and design work schoolchildren are provided with a combination various types cognitive activity.
When building an educational design and research process, it is important for the teacher to take into account the following points:
The research topic should be actually interesting to the student and coincide with the student’s range of interests;
It is necessary that the student is well aware of the essence of the problem, otherwise the entire process of searching for its solution will be meaningless, even if it is carried out by the teacher impeccably correctly;
The organization of the progress of work on solving the research problem should be based on the mutual responsibility of the teacher and student to each other and mutual assistance;
Discovering a problem should first of all bring something new to the student, and only then to science.
Educational, research and project activities have both general and specific features.
TO general characteristicsshould include:
Practically significant goals and objectives of educational, research and project activities;
The structure of project and educational research activities, which includes common components: analysis of the relevance of the research being conducted; goal setting, formulation of tasks to be solved; selection of means and methods adequate to the goals set; planning, determining the sequence and timing of work; carrying out design work or research; registration of work results in accordance with the design of the project or research objectives; presentation of results in a form suitable for use;
Competence in the chosen field of research, creative activity, composure, accuracy, dedication, high motivation.
The results of project and educational research activities should be considered not so much substantive results as intellectual, personal development schoolchildren, the growth of their competence in the field chosen for research or a project, the formation of the ability to collaborate in a team and work independently, understanding the essence of creative research and project work, which is considered as an indicator of the success (failure) of research activities.
Specific features (differences) of the design
and educational and research activities
Project activities | Educational and research activities |
The project is aimed at obtaining a specific planned result - a product that has certain properties and necessary for a specific use | During the research, a search is organized in a certain area, and individual characteristics of the results of the work are formulated. A negative result is also a result |
The implementation of design work is preceded by an idea of the future project, planning the process of creating a product and the implementation of this plan. The result of the project must be accurately correlated with all the characteristics formulated in its design | The logic of constructing research activities includes formulating a research problem, putting forward a hypothesis (to solve this problem) and subsequent experimental or model testing of the assumptions made. |
Working on projects harmoniously complements classroom activities in the educational process and allows you to work on obtaining personal and meta-subject educational results in more comfortable conditions for this, not limited by the time frame of individual lessons.
Main stages of work on the project | Structure of educational activities |
|
Making a decision to complete the project | Educational motives |
|
Determining the purpose of the activity | Learning objective |
|
Defining activity objectives | Learning task |
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1) Drawing up an action plan 2) Programming | Training activities and operations
|
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Checking the program for “feasibility” | ||
Program Execution | ||
Preliminary control | ||
Product presentation |
Project activities- special shape academic work, promoting independence, initiative, responsibility, increasing motivation and effectiveness of educational activities. In the course of implementing the original plan at a practical level, students acquire the ability to choose means adequate to the task at hand and make decisions, including in situations of uncertainty. They will have the opportunity to develop the ability to develop several solutions, search for non-standard solutions, find and implement the most appropriate solution
When assessing the result of a project (research), the following is taken into account:
- participation in design (research): activity of each participant in accordance with his capabilities; the joint nature of decisions made; mutual support of project participants; ability to respond to opponents; the ability to make choices and comprehend the consequences of this choice, the results of one’s own activities;
- implementation of the project (research): volume of acquired information; its use to achieve the goal;
- can also be assessed: correctness of the research methods used and methods of presenting the results; depth of penetration into the problem, attraction of knowledge from other areas; aesthetics of project design (research).
IN The following types and types of projects, project forms of educational activities are possible:.
1. Educational mono-projects
Such projects are carried out within the framework of one subject. In this case, the most difficult sections or topics are selected during the training block. Of course, work on mono-projects sometimes involves the use of knowledge from other areas to solve a particular problem. But the problem itself lies in the mainstream of concrete knowledge. Such a project requires careful structuring into lessons with a clear designation of not only the goals and objectives of the project, but also the knowledge and skills that students are expected to acquire as a result.
2. Interdisciplinary projects
Interdisciplinary projects are usually carried out outside of class hours. These are either small projects affecting two or three academic subjects, or quite voluminous, long-lasting, school-wide projects planning to solve one or another rather complex problem that is significant for all participants in the project. As a rule, such projects are implemented within the hours allocated for laboratory classes in the afternoon.
3. Social (practice-oriented) projects
These projects are distinguished by a clearly defined outcome from the very beginning, focused on the social interests of their participants. Such a project requires a well-thought-out structure, even a scenario for all the activities of its participants, defining the functions of each of them, clear outputs and the participation of everyone in the design of the final product
This type of project can be implemented as part of extracurricular activities for schoolchildren in the afternoon.
4. Personal project
On last year While studying in a basic school, each student completes a personal project during the year, which is presented for defense as part of the state final certification. A personal project (in most cases) takes the form of individual studies recorded on paper. In addition to this form of presentation of the project, students can carry it out in other ways (textbook layout, organizing an exhibition or concert, creative work in art).
The personal project must satisfy the following conditions:
- the presence of a socially or personally significant problem;
- the presence of a specific social addressee of the project “customer”;
- independent and individual nature of the student’s work;
- The project is interdisciplinary, supradisciplinary, i.e. not limited to one academic discipline.
Design and research activities are aimed at the development of educational skills: personal, cognitive, regulatory, communicative.
2. TECHNOLOGY “DEVELOPMENT OF CRITICAL
THINKING THROUGH READING AND WRITING"
The RCMCP (critical thinkin) technology was developed at the end of the 20th century in the USA (C. Temple, D. Steele, K. Meredith). It synthesizes the ideas and methods of Russian domestic technologies of collective and group teaching methods, as well as cooperation and developmental learning.
RKMChP technology is a holistic system that develops skills in working with information in the process of reading and writing. It is aimed at mastering the basic skills of an open information space, developing the qualities of a citizen of an open society involved in intercultural interaction.
Critical thinking- this is one of the types intellectual activity a person who is characterized by a high level of perception, understanding, and objectivity of approach to the information field around him.
Accents of the objectives of the RCMCP technology:
Formation of a new style of thinking, which is characterized by openness, flexibility, reflexivity, awareness of the internal ambiguity of positions and points of view, and the alternative nature of decisions made (communicative UUD).
Development of such basic personality qualities as critical thinking, reflexivity, communication, creativity, mobility, independence, tolerance, responsibility for one’s own choices and the results of one’s activities (communicative, personal UUD).
Development of analytical, critical thinking. The task is to teach schoolchildren:
Highlight cause-and-effect relationships;
Consider new ideas and knowledge in the context of existing ones;
Reject unnecessary or incorrect information;
Understand how different pieces of information are related to each other;
Identify errors in reasoning;
Draw a conclusion about whose specific value orientations, interests, ideological attitudes are reflected in the text or the speaking person;
Be honest in your reasoning;
Identify false stereotypes leading to incorrect conclusions;
Identify preconceived attitudes, opinions and judgments;
Be able to distinguish a fact, which can always be verified, from an assumption and personal opinion;
Question the logical inconsistency of spoken or writing;
Separate the main from the essential in a text or speech and be able to emphasize the first(regulatory, personal, communicative UUD).
Formation of a reading culture, which includes the ability to navigate sources of information, use different reading strategies, adequately understand what is read, sort information in terms of its importance, “weed out” unimportant information, critically evaluate new knowledge, draw conclusions and generalizations(communicative, cognitive, regulatory, cognitive UUD).
Stimulating independent search creative activity, launching mechanisms of self-education and self-organization(personal, cognitive, regulatory UUD).
The technology of RKMChP is supra-subject, penetrating, it is applicable in any program and subject.
The technology is based on a basic didactic cycle, consisting of three stages (stages).
Each phase has its own goals and objectives, as well as a set of characteristic techniques aimed first at activating research and creative activity, and then at comprehending and generalizing the acquired knowledge.
The first stage is “challenge” , during which students’ previously existing knowledge is activated and interest in the topic is awakened(cognitive and personal UUD), the goals of studying the upcoming educational material are determined (regulatory UUD).
The second stage is “comprehension” - meaningful, during which the student directly works with the text, and the work is directed and meaningful)(cognitive and personal UUD. The reading process is always accompanied by student activities (labeling, making tables, keeping a diary), which allow you to track your own understanding. At the same time, the concept of “text” is interpreted very broadly: it includes a written text, a teacher’s speech, and video material.
The third stage is “reflection” - reflections. At this stage, the student forms a personal attitude towards the text and fixes it either with the help of own text, or their position in the discussion. This is where an active rethinking of one’s own ideas takes place, taking into account newly acquired knowledge.(regulatory UUD).
3. PROBLEM-BASED LEARNING
Problem-based learning is based on students obtaining new knowledge by solving theoretical and practical problems, tasks in the problematic situations created for this.
Its essence is as follows. Students are presented with a problem, a cognitive task, and students (with the direct participation of the teacher or independently) explore ways and means of solving it. They build a hypothesis, outline and discuss ways to test its truth, argue, conduct experiments, observations, analyze their results, reason, prove.Communicative, personal, cognitive and regulatory UUDs are formed.This includes, for example, tasks for the independent “discovery” of rules, laws, formulas, theorems (independent derivation of a law of physics, a spelling rule, a mathematical formula, the discovery of a method of proof geometric theorem etc.).
Problem-based learning includes several stages:
- awareness of the general problem situation;
- its analysis, formulation of a specific problem;
- problem solving (proposing, substantiating hypotheses, consistently testing them);
- checking the correctness of the problem solution.
Problem-based learning is based on the analytical and synthetic activity of students, realized in reasoning and reflection. This is a heuristic, research type of learning with great developmental potential.
Distinctive characteristics problem-based learning:
Informative learning | Problem-based learning |
The material is given ready-made, the teacher pays attention, first of all, to the program | Students receive new information while solving theoretical and practical problems |
In the oral presentation of material or through a textbook, gaps, obstacles and difficulties arise due to the temporary exclusion of the student from the didactic process | In the course of solving a problem, the student overcomes all difficulties, his activity and independence reach a high level here |
The pace of information transfer is aimed at stronger, average or weaker students | The pace at which information is conveyed depends on the student or group of students |
Monitoring school achievements is only partially related to the learning process; it is not an organic part of it | Increased student activity contributes to the development of positive motives and reduces the need for formal verification of results |
There is no way to ensure 100% results for all students; the greatest difficulty is the application of information in practice | Teaching results are relatively high and stable. Students more easily apply acquired knowledge to new situations and at the same time develop their skills and creativity |
The basic concepts of problem-based learning include: “ problematic situation", "problem task".
Rules for creating problem situations:
To create a problematic situation, students should be given a practical or theoretical task, the implementation of which will require the discovery of new knowledge and the mastery of new skills;
The task must correspond to the intellectual capabilities of the student. The degree of difficulty of a problem task depends on the level of novelty of the teaching material and on the degree of its generalization;
The problem task is given before the material being learned is explained;
Problem tasks can be: assimilation, formulation of a question, practical tasks.
However, one should not confuse problematic tasks and problematic situations. A problematic task can lead to a problematic situation only if the above rules are taken into account.
In conditions of problem-based learning, the development of activity in the mental activity of students can be characterized as a transition from actions stimulated by the teacher’s tasks to independent posing of questions; from actions associated with the choice of already known paths and methods, to independent searches for solutions to problems and further - to developing the ability to independently see problems and explore them.
Problem-based learning is associated with research and therefore involves a time-consuming solution to the problem. The student finds himself in a situation similar to that of a person solving a creative task or problem. He constantly thinks about it and does not leave this state until he solves it. It is due to this incompleteness that strong knowledge, skills and abilities are formed.
The disadvantages of problem-based learning include the fact that it always causes difficulty for the student in the educational process, therefore, it takes much more time to comprehend it and search for solutions than with traditional education. At the same time, problem-based learning meets the requirements of our time: teach by exploring, explore by teaching.
Problem-based learning is a type of developmental learning that combines systematic independent search activity of students with their assimilation of ready-made scientific findings, and the system of methods is built taking into account goal setting and the principle of problem-solving; the process of interaction between teaching and learning is focused on the formation of their cognitive independence, stable motives for learning and thinking (including creative) abilities in the course of their assimilation of scientific concepts and methods of activity.
Problem-based learning is the leading element modern system developmental education, including the content of training courses, different types training and methods of organization educational process in a modern school.
4. INFORMATION AND COMMUNICATION TECHNOLOGY
One of the most important strategic directions for the modernization of the Russianeducation is the introduction into educational process means of information and communication technologies that provide conditions for the formation of a new type of education that meets the needs of development and self-development of the individual in a new socio-cultural situation.
“Information technology is a body of knowledge about methods and means of working with information resources, and a method of collecting, processing and transmitting information to obtain new information about the object being studied” (I.G. Zakharova).
Information technology is a pedagogical technology that uses special methods, software and technical means(cinema, audio and video media, computers) for working with information.
Computer technologies are auxiliary tools in the learning process.
In the second generation standards, a special role is given to the personal educational results of the graduate.
These include:
Willingness to self-identify in the outside world based on a critical analysis of information reflecting different points of view on the meaning and values of life (regulatory UUD);
Possession of the skills to correlate the information received with accepted models in society, for example, moral and ethical standards, critical assessment of information in the media (communicative and personal UUD);
Ability to create and maintain an individual information environment, ensure the protection of significant information and personal information security, develop a sense of personal responsibility for the quality of the surrounding information environment ( personal UUD).
To achieve these results, the educational process is focused on:
Changing the nature of interaction between teacher and student (including self-study material with assessment of results, orientation towards individualization of the way of mastering the material);
Formation of abilities to search, evaluate, select and organize information;
Orientation towards research work of schoolchildren;
Focus on individual, pair and group work of students;
Using interdisciplinary connections.
The use of ICT tools allows you to save time in the lesson and enhance cognitive activity; makes it possible to develop communicative and information competence in students. Students become active participants in the lesson.
When working with ICT tools, the process of individualization is carried out, since the right to choose the method of learning is given due to the organization of various types of dialogue teaching simultaneously at the same segment of the educational process.
Independence is realized in the process of activity and, thanks to practice, becomes a habitual form of behavior.
External signs of student independence are: planning their work in accordance with the goal (task), completing the task without the direct participation of the teacher, systematic self-monitoring of the progress and results of the work performed, its correction and improvement.
In conclusion, it should be noted that in the information society, when information becomes the highest value, and a person’s information culture is the determining factor, the requirements for the education system and professional activity teachers, the power of a computer is determined by a person and the knowledge he possesses. In the process of studying computer science, one must not only learn to work on a computer, but also be able to purposefully use it in all subject areas and to understand and create the world around us. The use of information and communication technologies in the educational process is the key to successful developmentuniversal educational actions of students.
5. TECHNOLOGY OF LEVEL DIFFERENTIATION
Differentiation translated from Latin “difference” means division, stratification of the whole into different parts, forms, steps. Differentiated learning is:
A form of organizing the educational process in which the teacher works with a group of students, composed taking into account whether they have any common qualities that are significant for the educational process;
Part of the general didactic system, which provides specialization of the educational process for different groups of students;
Creating a variety of learning conditions for different schools, classes, groups in order to take into account the characteristics of their population;
A set of methodological, psychological, pedagogical and organizational and management measures that ensure training in homogeneous groups.
The principle of differentiation of training- the provision according to which pedagogical process is constructed as differentiated. One of the main types of differentiation is individual training.
Technology differentiated learning is a set of organizational decisions, means and methods of differentiated teaching, covering a certain part of the educational process.
The main pedagogical goal of level differentiation of education is the formation of positive motivation among schoolchildren. All children can achieve the intended learning outcomes for each topic.
The child is recognized not only with responsibilities (in particular, to master the material at the planned level), but also with rights. The most important of them is the right to choose whether, in accordance with one’s abilities and inclinations, to receive advanced training in a subject or to limit oneself to the planned level of mastering it.
The teacher knows for sure that teaching must be conducted at a high level, constantly highlighting the main, basic component.
The positive results of the introduction of UD - educational technology include:
Greater interest of weak children in their academic results;
Strengthening positive motivation among schoolchildren;
Reducing anxiety in children;
Increasing self-esteem in children.
There are three types of differentiated programs: “A”, “B”, “C”, varying degrees difficulties.
Differentiated programs include two important aspects:
a) ensuring a certain level of mastery of knowledge, skills and abilities;
b) ensuring a certain degree of independence for children in learning.
There is strict continuity between programs “A”, “B”, “C”; each topic is provided with a mandatory minimum, which makes it possible to ensure an inextricable logic of presentation and create, albeit incomplete, but certainly an integral picture of the main ideas.
The tasks of the “C” program are fixed as the basic (state) standard. By completing them, the student masters specific material on the subject at the level of its reproduction. Work on the primary assimilation of material at this level has its own characteristics. It requires repeated repetition, the ability to identify semantic groups, isolate the main thing, knowledge of memorization techniques, etc. Therefore, the content of the “C” program includes instructions on how to teach, what to pay attention to, what conclusion follows from this, etc.
Each student should be able to complete the tasks of Program “C” before starting work on a more complex program.
Program “B” ensures that students master those general and specific techniques of educational and mental activity that are necessary to solve application problems. Therefore, in addition to specific knowledge, additional information is introduced into this program that expands the material of the first level, proves, illustrates and concretizes the basic knowledge, and shows the functioning and application of concepts. This level somewhat increases the volume of information, helps to better understand the main material, and makes the overall picture more complete.
Completing the “A” program raises students to the level of conscious, creative application of knowledge. This program provides for fluency in factual material, methods of educational work and mental activities. It introduces the student to the essence of problems that can be solved on the basis of knowledge acquired at school, provides developmental information that deepens the material, its logical justification, and opens up prospects for creative application. This level allows the child to express himself in additional independent work.
The choice of program for studying each subject is left to the student himself. This ensures a common basic standard of knowledge for everyone and at the same time opens up space for the development of the creative individuality of each individual.
When controlling knowledge, differentiation deepens and turns into individualization. In terms of principles and content, the intra-subject level method is similar to the “complete assimilation” method. The transition to new material is carried out only after students have mastered the level of educational standard common to all. A combination of whole class, group and individual work allows us to identify differences in students’ knowledge against the background of the Federal State Educational Standard. For this purpose, the following forms of classes are used: work in groups, work in dialogue mode, seminar-credit system, modular training, extracurricular additional individual sessions, individualized counseling and assistance in the classroom, recording knowledge according to the pass-fail system.
Level differentiation is one of the leading educational technologies that promotes:
Developing skills to work in groups, gain experience in cooperation, develop speech activity – communicative UUD;
Skills in working with information, using information -cognitive UUD;
Gaining experience interpersonal relationships, formation of readiness for self-education, formation of the skill of mutual and self-esteem - personal UUD;
Formation of the ability to control one’s actions based on the result and method of action, set educational goals and objectives, plan their implementation– regulatory control systems.
6. PROBLEM - DIALOGUE TECHNOLOGY
Problem-dialogue technologygives 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. Problem formulation 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 educational technology primarily shapesregulatory universal trainingactions, ensuring the cultivation of problem-solving skills. Along with this, other universal educational actions are formed:
Through the use of dialogue -,
The need to extract information, draw logical conclusions, etc. –.
7. ASSESSMENT TECHNOLOGY
The technology for assessing educational achievements (academic success) is aimed at developing the control and assessment independence of students 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 creatingregulatory universal educational activities, as it ensures the development of the ability to determine whether the result of an activity has been achieved. Along with this, there is the formationand communicative universal educational activities:Through learning, you can defend your point of view with reason and logically justify your conclusions. Fostering a tolerant attitude towards other decisions leads to personal student development.
8. TECHNOLOGY FOR PRODUCTIVE READING
Technology of formation of the type of correct reading activity(productive reading technology)ensures understanding of the text by mastering the techniques of its development at the stages before reading, during reading and after reading. This technology is aimed at creating:
communicative universal educational activities, ensuring the ability to interpret what is read and formulate one’s position, adequately understand the interlocutor (author), the ability to consciously read textbook texts aloud and silently;
cognitive universal educational activities, for example, the ability to extract information from text.
9. LEARNING SITUATION AS A METHOD
ACTIVITY APPROACH
An educational situation is a special unit of the educational process in which children, with the help of a teacher, discover the subject of their action, explore it, performing various educational actions, transform it, for example, reformulate or offer their description, etc., and partially remember it.
Training is considered as a specially organized process, during which the student carries out educational activities - performs educational actions on the material of the educational subject and input psychological process integration (“rotation”). These external objective actions turn into internal ones (thinking, memory, perception).
Activity acts as an external condition for the development of cognitive processes in a student. This means that in order for a student to develop, it is necessary to organize his activities. With passive perception of educational material, development does not occur. It is the student’s own action that can become the basis for the formation of his abilities. This means that the educational task is to organize conditions that provoke student action.
These conditions can be set and described through descriptions of activity patterns, through descriptions of various methodological or didactic means, through a description of the sequence of actions performed, through the features of the organization of a lesson or other unit of the educational process. You can also use the concept of a learning situation as a special structural unit of learning activity, containing its complete closed cycle.
Ways to transfer a learning task into a learning situation:
Think over the content of the learning task;
Put this task in such conditions that they push, provoke children to active actions, create motivation for learning, and not by forcing, but by encouraging.
Training situations:
The situation is a problem;
The situation is an illustration;
Situation – assessment;
The situation is training.
An example of a learning situation would be composing a crossword puzzle on a studied topic. A learning situation is also the completion of the task “make a table, graph or diagram based on the content of the text read”, or the completion of the task “explain homework classmate" or completing practical work etc.
In this case, the educational material being studied acts as a material for creating a learning situation in which the student performs certain actions (specific to a given academic subject), masters methods of action characteristic of a given area, i.e. acquires some abilities.
The selection and use of educational situations allows each student to develop individual means and methods of action that allow him to be “competent” in various spheres of culture, each of which involves special way actions regarding specific content.
Designing the educational process in these conditions means:
Definition pedagogical tasks solved at this stage of the educational process, for example, the formation of oral or written speech skills (formedcommunicative and personal universal learning activities);
- selection of educational material;
Determination of ways to organize educational situations (methodological tools, didactic support, teacher’s order of actions, order of student interaction) (developingregulatory universal educational actions);
Predicting possible actions of children.
When designing learning situations, it is necessary to keep in mind that they are built taking into account:
Child's age(what provokes action junior school student, leaves the teenager indifferent and passive);
- specifics of the academic subject(the learning situation in mathematics is qualitatively different from the learning situation in literature, history, etc.);
- measures of the formation of students' actions (performingthat do not require the active assistance of the teacher, orindicative, which can be carried out, especially at first, only with active participation teachers).
The main result is the development of the child’s personality based on educational activities.
Activity structure:
zone of actual development – need, motivation, goal setting, activity, result, assessment, reflection;
zone of proximal development.
A learning situation is a productive form of learning activity that contributes to the development and formation of universal learning actions.
10. DISCUSSION TECHNOLOGY
Discussion is one of the possible forms of teaching, a way of constructing the educational process, a way of working as a teacher,the leading mechanism for the development and formation of communicative, personal, cognitive and regulatory universal educational actions.
The purpose of the technology for conducting educational discussions:development of critical thinking of schoolchildren, formation of their communicative and discussion culture.
Characteristic features of discussion technology:
Educational discussion is dialogical in its very essence - both as a form of organizing learning and as a way of working with the content of educational material.
Discussion is one of the most important forms of educational activity, stimulating students' initiative and the development of reflective thinking.
The use of discussion is recommended when students have a significant degree of maturity and independence in acquiring knowledge and formulating problems, in selecting and clearly presenting their own arguments, in substantive preparation for the topic of discussion.
Interaction in an educational discussion is based not simply on alternating statements, questions and answers, but on meaningfully directed self-organization of participants - that is, students turning to each other for an in-depth and comprehensive discussion of the ideas, points of view, and problems themselves.
The essential feature of an educational discussion is the dialogical position of the teacher, which is realized in the special organizational efforts he undertakes, sets the tone for the discussion, and compliance with its rules by all participants.
At the beginning of the use of educational discussion, the efforts of teachers are focused on the formation of discussion procedures. Subsequently, the teacher’s focus is not only on identifying different points of view, positions, methods of argumentation, correlating them and drawing up a more comprehensive and multifaceted vision of phenomena, but also comparing interpretations of complex phenomena, going beyond the immediate situation, and searching for personal meanings. The more students learn to think in terms of contrastive comparisons, the greater their creative potential becomes.
Educational discussion is inferior to presentation in terms of the effectiveness of information transfer, but is highly effective for consolidating information, creative comprehension of the studied material and the formation of value orientations.
Pedagogically important are the results obtained “at the intersection” of specific content-based activities and interaction activities in the group:
Processing information specifically for convincing presentation;
Presentation of your point of view as a position, its argumentation;
Selecting and weighing approaches to solving a problem;
Possible application of an approach or point of view as a result of conscious choice, etc.
Techniques for exchanging opinions include:
"Round table" - a conversation in which a small group of students (usually about five people) participates “as equals,” during which an exchange of opinions occurs both between them and with the “audience” (the rest of the class);
“Meeting of the expert group” (“panel discussion”)(usually four to six students, with a pre-appointed chairperson), in which the intended problem is first discussed by all group members, and then they present their positions to the whole class. In this case, each participant delivers a message, which should not develop into a long speech.
"Forum" - a discussion similar to a “meeting” of an expert group, during which this group enters into an exchange of views with the “audience” (class).
"Symposium" - a more formalized discussion than the previous one, during which participants make messages representing their points of view, after which they answer questions from the “audience” (class).
"Debate" - an obviously formalized discussion built on the basis of pre-fixed speeches by participants - representatives of two opposing, rival teams (groups) - and refutations.
"Court hearing"– discussion simulating a trial (hearing a case).
Standing somewhat apart from them is the so-called “aquarium technology."
This name was given to a special variant of organizing collective interaction, which stands out among the forms of educational discussion. This type of discussion is usually used when working with material whose content is associated with contradictory approaches, conflicts, and disagreements.
Procedurally, the “aquarium technique” looks like this:
- The statement of the problem and its presentation to the class comes from the teacher.
- The teacher divides the class into subgroups. They are usually arranged in a circle.
- The teacher or members of each group select a representative who will represent the group’s position to the entire class.
- Groups are given time, usually short, to discuss the problem and determine common point vision.
- The teacher asks group representatives to gather in the center of the class to express and defend the position of their group in accordance with the instructions received from it. No one except the representatives has the right to speak, but group members are allowed to convey instructions to their representatives by notes.
- The teacher may allow representatives, as well as groups, to take time out for consultation.
- The “aquarium” discussion of the problem between representatives of the groups ends either after a predetermined time has elapsed or after a solution has been reached.
- After this discussion, the whole class critiques it.
This version of the discussion is interesting because the emphasis is on the very process of presenting a point of view and its argumentation.
The inclusion of all participants is achieved by everyone participating in an initial group discussion, after which the group follows the work with interest and maintains contact with its representatives. There are only five or six speakers in the field of attention of the entire class, this concentrates perception on the main positions. “Aquarium technique” not only enhances children’s involvement in group discussion of problems, develops skills for participation in group work and joint decision-making, but also makes it possible to analyze the course of interaction between participants at the interpersonal level.
CONCLUSION
The basic educational program of basic general education is a program actions of all participants educational process to achieve the planned results and provides, in particular:
The use of modern educational technologies of activity type in the educational process;
Main content update educational program basic general education,methods and technologiesits implementation in accordance with the dynamics of the development of the education system,requests from students and their parents (legal representatives);
- effective use of the professional and creative potential of school teaching staff, increasing their professional, communicative, information and legal competence;
Effective management of an educational institution using information and communication technologies,modern financing mechanisms;
- the presence of modern updated schools (buildings with their modern technological and safe contents). I dare to suggest that there are no more than ten percent of them in the country.
Sample basic educational program educational institution. Basic school./ Comp. E. S. Savinov. - M.: Education, 2011.
Traditionally, many parents evaluate the effectiveness school education from the point of view of the child’s mastery of knowledge on individual subjects, unfortunately, without attaching special importance to the improvement of educational skills of a universal nature and the development of the child’s personality as a whole. The skills and abilities, which during training in the new educational concept were called meta-subject results according to the Federal State Educational Standard, have always been important in pedagogical practice good teachers, but for the first time received the status of an independent direction of pedagogical activity.
What are meta-subject learning outcomes according to the Federal State Educational Standard in primary school and beyond?
My students will not learn new things from me;
they will discover this new thing themselves.
My main task is to help them open up,
develop your own ideas.Pestalozzi I. G.
The concept of meta-subject results according to the documents of the Federal State Educational Standard
Meta-subjects are a cycle of subjects (“Knowledge”, “Task”, “Problem”, “Sign”, “Meaning”, “Situation”), radically different from the traditional school set of subjects, a fundamentally new educational superstructure built on top of ordinary subjects.
The main goal of meta-subjects is to teach students to learn, to help them master the skills of independent critical thinking, the ability to formulate, argue their point of view, handle information and competently conduct a discussion with opponents. Thus, students learn universal techniques and techniques that are effectively used not only in working with a variety of subject material, but also in life.
Principles of the new meta-subject structure:
- interrelation of all educational material;
- reliance on basic mental operations of a universal nature (awareness of algorithms for solving educational problems, the ability to see cause-and-effect relationships, find, systematize and independently analyze information material, justify one’s own conclusions).
The Federal State Educational Standard formulates a set of requirements for the results of meta-subject training. According to this regulatory document, meta-subject results are focused on developing in students the following skills and abilities:
The concept of “Universal Learning Actions” (UDA) of the Federal State Educational Standard includes the following approaches:
- In a broad sense, UDD of the Federal State Educational Standard is understood as the ability to learn, that is, the ability for self-learning and self-development through the purposeful and internally motivated development of new social experience.
- In its specific meaning, this term is interpreted as a system of actions that allow the child to realize independent acquisition of new knowledge and skills.
All UDDs are combined into four semantic groups:
- personal;
- regulatory;
- educational;
- communicative.
Formation of meta-subject results
To achieve meta-subject results, there is no need to introduce additional elements into the educational process; it is enough just to change the structure of the content of academic disciplines and organize the cognitive activity of students accordingly. Unfortunately, new generation textbooks containing meta-subject components have not yet been developed, so in modern realities teachers need to independently adapt their pedagogical activity to new requirements. It is worth noting that the Federal State Educational Standard informs in detail about the results of meta-subject training, but does not provide practical recommendations regarding the ways of developing these competencies in specific school subjects within the framework of the lesson form of the teacher’s activity.
| Kind of activity | Classic lesson | Lesson for the new generation |
| Voicing the topic | The teacher announces the topic | Students independently approach the understanding and formulation of the topic thanks to the correctly structured work of the teacher with the class |
| Setting goals and objectives | The teacher provides ready-made formulations | Students work according to the algorithm:
Thus, setting the boundaries of knowledge and ignorance, students independently formulate goals and objectives |
| Work planning | The teacher sets out an action plan for the implementation of the set educational goals and objectives | Students themselves determine the optimal methods and sequence of their activities (the teacher acts as an assistant and consultant) |
| Practical implementation | The teacher organizes and directs the implementation of practical tasks within the framework of the frontal method of activity | Students implement a previously planned action plan in the format of an individual or group methodology, the teacher acts as a consultant |
| Control | The teacher has complete control over the quality and volume of work performed. practical activities | Students exercise self-control, as well as mutual control over work, the teacher still only advises |
| Assessment | The teacher evaluates the practical activities of students in the lesson | Self-assessment and evaluation of the work of your classmates |
| Summing up the lesson | The teacher conducts a survey that allows you to find out the level of implementation of the assigned tasks | Students conduct self-analysis of the results of the work performed |
| Homework assignment | The teacher gives a task for the whole class | The teacher offers a variety of assignment options, students choose an assignment taking into account individual capabilities and needs |
Photo gallery: assignments based on the example of textbooks for elementary school
Ability to observe, compare, analyze, model, classify Ability to conduct dialogue Ability to synthesize, generalize, see analogies Ability to reason when solving text problems mathematical problems Ability to observe and analyze in a practical situation Ability to build logical conclusions in a practical situation Ability to establish relationships between data and a question Ability to build an algorithm for solving a problem Ability to establish cause-and-effect relationships Ability to construct a speech statement Ability to search for and highlight the necessary information Ability to establish cause-and-effect relationships Ability highlight common and different Ability to draw the simplest analogy Ability to use sign-symbolic means Ability to formulate a problem Ability to think logically Ability to build a logical line of reasoning Ability to perform logical operations comparison, synthesis and generalization Ability to make comparisons and generalization Ability to conduct analysis Ability to analyze, compare, generalize (grade 3) Ability to perform logical operations (grade 4) Ability to use sign-symbolic means Ability to use sign-symbolic means to solve problems Ability to use sign-symbolic means symbolic means for creating models and diagrams Mastery of the basics of spatial imagination (grade 3) Ability to accept a task and act according to plan Ability to analyze the condition and question of a task Ability to know different ways of obtaining information Ability to put forward hypotheses
Preliminary development of a meta-subject lesson
Preparing for a meta-subject lesson differs from the process of preparing for a classical lesson and consists of several basic steps:
- The formulation of the topic of the lesson, which may differ from the topic proposed by the program option. For example, the topic of a history lesson in the 5th grade, as a result of the students’ discussion of the problem posed by the teacher, received the name: “Signs of a strong state,” and in the program this topic sounds like “The Roman Empire.”
- A clear definition by the teacher of the area of new knowledge (rule, concept, cause-and-effect relationships, algorithmic schemes, etc.). Recognition of the sphere of new knowledge is based on the restoration in memory of already familiar information related to the topic being studied. For example, in order to understand the grammatical rules for declension of a numeral, students must distinguish the numeral from other parts of speech, be familiar with concepts such as “gender”, “case”, “cardinal, ordinal, collective, fractional, mixed numerals”, etc. .
- Setting goals and objectives must be formulated so that the level of their implementation can be verified. For example, the formulation “master the principles of constructing an equation” is not a goal, since it sets only the general vector of educational activity, and not its final result. If we rephrase the goal as “work through your own version of constructing an equation,” then it will focus on the final product, which can be analyzed and evaluated. Forms of final educational products:
- projects and modeling;
- tests;
- research and textual description;
- opinions and conclusions based on experimental activities.
- Modeling a problem situation. You should not rely on the spontaneous appearance of a problem situation at the right moment; it makes sense to think in detail about the timeliness of its occurrence, options for handling it, and the expected result of resolution. There are two possible scenarios for the problem situation:
- A problematic dialogue leading to an awareness of the need to acquire new knowledge that will help overcome the “difficulty” that has arisen.
- A conflict between two facts and points of view, stimulating a comparative analysis, awareness of the contradiction, which causes an emotional reaction of surprise and leads to the formulation of the purpose of the lesson in the form of a question.
- Planning a project of educational activities - setting a goal, discussing and formulating a topic, planning coordinated actions, understanding the resource base and time boundaries for project implementation. The teacher thinks through in advance possible scenarios for the development of events in the lesson in order to be able to adhere to a competent strategic line of behavior, which allows timely adjustment of the development of actions in the right direction. Techniques: putting forward hypotheses, activating previously studied material, developing a detailed plan, identifying sources of information.
- Prospects for solving the problem. The teacher’s planning for resolving a problem situation includes:
- Your own version of formulating the final conclusions on the problem.
- Selection of such sources of new information that will not contain ready-made conclusions, for example, by observing the peculiarities of spelling, students themselves can propose the formulation of a rule, and then compare it with the academic version in the textbook. In addition, it can be a supporting algorithmic drawing, a schematic table, symbolically displaying the logical connections and patterns necessary for a meaningful conclusion.
- Dialogue that promotes the development of logic. Types of dialogues:
- the introductory dialogue is built around logically related issues, flowing from one another;
- stimulating dialogue is based on the search for new, non-standard solutions, stimulating the creative potential of students.
- Supporting summary in the form of abstracts or tables, it is advisable to open each new element diagrams for solving the problem.
- Forecasting possible ways to solve a given problem. Perhaps this will sound like an answer to a question like: “What solution to the problem have we found?” It is important to determine the main criteria for assessing the achievement of an educational goal in advance; later, by comparing the actual result with the planned one, the teacher has the opportunity to analyze the effectiveness of his teaching practice.
- Development of tasks for testing new knowledge. It is worth focusing on the search-and-problem nature of tasks that create conditions for students’ research activity in individual or group work.
Video: problem-based learning technology (using the example of a history lesson in 8th grade)
Forms and methods of control and verification
Complex written work (testing):
- selecting a suggested answer;
- short or extended answer.
Difficulty levels:
- basic (2/3 of all test tasks) - standard problems with an obvious solution algorithm;
- advanced (1/3 of all test tasks) – the student independently chooses the appropriate algorithm for solving a non-standard task.
Complex written work is assessed by any teacher according to point system. The student receives 1 point (3 points for a detailed answer) only if his answer absolutely corresponds to the stated criteria.
An example of tasks from a complex written work (primary school).
| Task No. 3. 3.1. Dad asked Petya how he understood folk wisdom: "What goes around comes around". Petya replied: “It’s obvious! The more seeds you sow, the richer the harvest will be.” Dad invited Petya to prove his point. To do this, at the dacha they dug together three beds of the same size. On the first, Petya sowed 20 cucumber seeds, on the second, 100, and on the third, 1000. Petya carefully looked after all three beds throughout the summer: he removed weeds, watered, and fertilized. At the end of August, Petya and his dad collected 10 kg of cucumbers from the first bed, 20 kg from the second, and 8 kg from the third. Find in the text the hypothesis of Petya’s experiment and a way to test it. Was Petina's hypothesis confirmed by the experiment? Record your reasoning on the answer sheet. A comment Common mistakes Task No. 6. runner, fluff, knocked, visited, biscuit, bullfinch, evening, snowdrop, raincoat, in the park, whole. A comment Common mistakes Task No. 7. A comment Common mistakes |
Project activity (in the next lesson, after completing a comprehensive test). Types of projects:
- informational and educational with a search orientation;
- experimental research;
- creative;
- social;
- game;
- with design elements.
Video: creative project of first grade students
Video: creative video project “Playing the Author”
The main parts of the project:
- introductory - greeting, defining goals and objectives, planning;
- the main one is a group form of work (5–7 people);
- final - the presentation itself;
- final part, preparation of conclusions.
Video: group educational project “Cooking School” (3rd grade)
Video: individual research work on computer science Visual Basic (grade 9)
The teacher organizes the work area, moving desks if necessary, laying out the necessary materials and tools. The deputy director of the school selects specialists who will oversee the implementation of project activities: head teacher, subject teacher, social worker, psychologist, primary and secondary school teachers.
Based on the results of project activities, a group of experts fills out a form for monitoring the group’s work.
Based on these forms, the teacher fills out a table of achievements of group work. Map of observations of individual meta-subject results.
The card is an information storage device that reflects the student’s achievements. Based on this information, corrective actions are taken to improve the quality of education. The observation map consists of 38 meta-subject skills proposed in accordance with the year of study. Individual spreadsheets are compiled according to a given standard.
The results of control checks and project activities are assessed in points and entered into tables (for each student, group and entire class), based on these data electronic program generates a diagram.
Progress of work on meta-subject results, technologies and development techniques
Goal setting is the birth of conscious internal motivation for a child’s activities.
Methods for diagnosing a child’s personal stimuli and goals: conversation, observation, testing or questioning. Goal levels:
- Formal, associated with the child’s desire to receive external recognition from the immediate environment in the form of praise or an excellent grade.
- Semantic, based on the desire to learn and understand new educational material.
- Creative, showing an internal impulse to create something new, create and create.
By the time a child enters middle school, he should have formed a second level of goal setting.
In the process of studying common school subjects Children are given tasks that consider the goal, on the one hand, as a motive, and on the other, as a result of learning, for example: “Define the goals of studying history for the second quarter,” “Formulate the goal of your homework in mathematics”, “Develop a schematic algorithm for solving problems”, “Make a complex plan for analyzing the characters of the main characters of a literary work.”
The goal should be understandable to the child and formulated by him in the form of a phrase, the beginning of which can be the words: “I would like to be able to...”. For example:
- I would like to be able to quickly find useful information in the Internet.
- I would like to be able to draw my own conclusions.
- I would like to be able to see the main idea that the author of the work tried to convey.
An example of a teacher creating a situation in a lesson that outlines the boundaries of an area of misunderstanding, and discovering a problem, the resolution of which will be the goal of the lesson ( The world).
| - What is this? Seed. And this? Apple. - What do I need for this seed to become an apple? - Water. Earth. Nutrients, acceptable temperature... - This is all in front of you. - Can I now, with the help of these helpers, make an apple from a seed? - What else do you need? - Time. - Okay, we have plenty of time, another 5 years of study. But! - What can I do to harvest? (Plant, water, take care...) - What will nature do? - How does she turn this (water, earth, etc.) into this (apple)? - Do not understand? Do you want to understand? (Main part) - So what's going on? - Can a person help nature? - What? -Whose role is more important? - Now that you understand what is really happening, has your attitude towards the world around you changed? - What else would you like to understand? - What natural phenomena cause you misunderstanding? - Which of you wants to do in the next lesson what I did today? Surprise the class? (Lesson by Yu.A. Karimova, teacher of Municipal Educational Institution Secondary School No. 96, Volgograd) |
The main mistake of goal setting: the teacher and student superficially perceive the result of their cooperation, that is, the image of the result is not formed. Often the teacher is focused on the process (“learn”, “form”, “explain”, etc.) rather than the result (“learn”, “form”, “explain”, etc.).
Video: setting goals for a math lesson (primary school)
Modeling a problem situation.
The main technique for creating a cognitive problem: immersing students in the problem of a contradiction, which causes a reaction of surprise in them. The implementation of this technique will require the teacher to reveal his creative and scientific potential.
An example of a situation “with surprise” (History lesson in 11th grade).
| Teacher A.I. Molev (Moscow), absolute winner All-Russian competition“Russian Teacher of the Year - 2010” - Guys, pick up your textbooks. (Children are waiting for the teacher’s usual phrase: open the textbook on such and such a page, but their expectations do not come true - and the effect of disappointed expectations is triggered, it becomes interesting). - But we won’t open the textbook yet, but look at the images on the cover. Do you know what is shown there? (strangely enough, children find it difficult to answer: what constantly flashes before their eyes does not arouse interest). Although you see the cover more often than the individual pages, it has not yet become a source of information for you. Let's try to work not with what's inside, but with what's outside the textbook - with an image that someone created and which for some reason is organized in a certain way. - What do we see here? Eleventh-graders find out with the help of the teacher that in the center (and not somewhere on the periphery) there is not just a “man”, but a “Bolshevik” - the hero of Kustodiev’s painting of the same name. Above right is one of the seven high-rise buildings in Moscow built in the middle of the century, this is the era of Stalin. Below is a small photo of Okhotny Ryad as it looks now. Chronologically it turns out: revolution, mid-century, our time. The teacher asks problematic questions: why is the “Bolshevik” placed in the middle and is it larger than all the other images? Does the color scheme of the cover matter? Can we guess what views the author of this textbook has on the history of the 20th century? That is, the cover design is a kind of message from the author of the textbook to us all, and we must “read” this message, decipher its language. Further, using the mastered method of activity at the beginning of the lesson when working with the cover of the textbook, eleventh-graders decipher the “message” of the authors of the poster for the International Exhibition of New Inventions in St. Petersburg in 1909 and find out the ideas of our compatriots who lived at the beginning of the 20th century about the future of Russia and humanity . |
Video: creating a problem situation in a Russian language lesson in elementary school
Video: creating a problem situation (master class)
Emphasizing the contradiction between theory and practice.
As a rule, the teacher proposes a task for which the students do not have enough theoretical knowledge, which stimulates their cognitive activity.
An example of such a task in a biology lesson in 8th grade.
| Teacher A.R. Garifzyanov (Tula), absolute winner of the competition “Teacher of the Year in Russia - 2010.” The teacher suggests using the materials available on the tables to create models of living creatures living in different natural environments ah: water, air and soil. But the children’s models of animals living in the same environment turn out completely different. Why? After all, during the course of evolution, an organism must adapt to its environment, and animals that live in the same environment must be somewhat similar. Why didn't this happen? A problematic situation arises: students understand that they do not have enough knowledge to solve the problem. The teacher invites them to a virtual museum, where they compare organisms living in the same environment and mechanisms created by man to work in the same environment, and identify common features in body shape, color, etc. At the end of the lesson, the teacher suggests redoing (or redo) failed models. They turn out to be very similar. It is interesting that the eighth-graders coped not only with models of “aquatic” organisms, which were mainly discussed in the lesson, but also with representatives of other natural environments: the students were able to transfer the method of work obtained as a result of educational activities to another object. |
Formulation of questions that reveal a problem and require reflection, searching for arguments, and the ability to draw generalizing conclusions.
Problematic questions that refract theoretical knowledge into a practical plane are an effective means of combating the formal, superficial assimilation of knowledge. Example of questions on the Russian language.
When working with such words, a large number of questions arise. Children cannot immediately answer the question posed; they have to turn to dictionaries and reference books, which develops independence and learning activity.
|
Solving problems of a problematic nature.
In mathematics, these are problems with an intentional error or contradiction in the condition, for example, an excess or lack of data, with the absence of a question, or with a deliberately introduced error. Such tasks work to develop students' attention and analytical skills.
Examples for elementary school:
- There are 8 apples in a basket. Carlson ate 4 apples, the Kid ate 2. How many apples did they eat together? Which number was not used to solve the problem? Try to reformulate the question in such a way that this number is in demand.
- The squirrel collected 8 nuts, she ate 3 nuts. The children are puzzled by the fact that the problem does not have a question; the teacher asks them to pose the question and solve the problem on their own. More complex conditions may involve several different possible resolution algorithms, which the students themselves will have to discover and propose.
- There are 5 peaches and 4 apples in a vase. How many pears are there in the vase?
- There were 50 passengers in the train carriage. 5 people got off at the station, and 2 people entered the carriage. How many hours did the train travel?
- G. Oster's problems are deservedly popular among children.
Performing problematic tasks of a theoretical and practical nature, which begin with words meaning active cognitive and mental actions: compare, prove, describe, experiment, etc.
- Compare what do humans and animals have in common and how do they differ?
- Prove that without water, all life on Earth will die.
Discussion of different opinions and points of view regarding a specific situation or phenomenon.
Views may be the most controversial, but the main requirements are the need to argue, defend your approach or interpretation, and respect the opponent's right to an alternative position.
An example of a discussion in a German lesson in 11th grade.
| Teacher S.D. Prokofiev (Pskov) The lesson is structured as a discussion about: is it necessary to build the Okhta Center in St. Petersburg. At first, the discussion (in a foreign language, by the way) is conducted from the position of beautiful and ugly. But this is a dead-end approach, since there are different understandings of beauty. Then the teacher asks: “Who, from a professional point of view, might be interested in this problem?” The children name architects, ecologists, tourism managers, lawyers, etc. The teacher offers them texts that outline the reasoned position of professionals on this issue, and the children see on what basis different positions on the same problem are formed. As students express these positions, they absolutely need new vocabulary. Words are clearly not enough: “I have a lot of thoughts, but I can’t say!”, since the discussion is, of course, being conducted on German. Eleventh-graders have dictionaries and reference books at their disposal; you can ask the teacher or look on the Internet. And all reference literature is in great demand. Thus, a skillfully formed learning situation easily and organically solves the problem of learning motivation, which for many modern school teachers remains a stumbling block. |
Video: music lesson in 7th grade (part 3). Debate
Dialogue skills are an alternative to passive listening.
Problematic dialogue encourages you to listen carefully and hear your interlocutor, while showing your own intellectual activity.
Stages of problem consideration:
- Showing alternative positions or conflicting data.
- Activating awareness.
- Involvement in problem solving.
- Question formulation.
For example, during a lesson, the teacher asks children to look at two illustrations: a geocentric model of the cosmos (according to Ptolemy) and a heliocentric one (according to Copernicus). Then, through questions, he encourages children to recognize the contradictions between the two drawings and understand the essence of the problem. The final question (Whose scientific point of view is correct?) is written on the board.
Video: introductory dialogue in a physics lesson
Video: problem-based dialogue training
Common mistakes teachers make:
- Mixing the concepts of problem and difficulty. If a student cannot cope with solving a mathematical example, then this situation should not be considered as problematic.
- Teachers sometimes do not distinguish between questions that require the reproduction of ready-made information and those that do not have a ready answer, that is, they do not distinguish informational questions from problematic ones.
- The teacher is in a hurry to voice the correct answer, without giving students time to search for the necessary information or think about their version.
The ability to ask questions (posing a problem) and propose hypotheses (options for resolving a problem).
All questions can be grouped into two large groups:
- Simple and complex questions that clarify information. Formulation similar questions does it include the part: “Is it true that you have a younger brother?”
- Completion questions, which compensate for missing knowledge, usually contain the words “what”, “where”, “when”, “which”, etc.
You can develop and train the ability to ask questions with the help of special exercises:
- According to the system of E. P. Torrance, who invited his students to ask questions to the characters depicted in the pictures.
- A simple request to come up with questions that will help you learn more about the proposed items (book, toy, tool, etc.).
- Game "Guess the Question". The student mentally reads the question on the card, voices his answer, for example, “I enjoy reading a lot,” and his classmates must understand what the question was.
- Game "Find the reason" using questions. The teacher describes the situation: “Sasha studied his lessons all day, but could not answer correctly at the blackboard. Why do you think?” The task can be done as a whole class, asking questions out loud, or individually, writing questions on a piece of paper.
Exercises that develop the ability to put forward a hypothesis:
Name the conditions under which the listed items (one or more) will show their useful qualities or, on the contrary, turn out to be absolutely useless:
- flower stem;
- computer;
- constructor;
- berries;
- kettle;
- violin;
- freight car.
Examples of questions that develop hypothesis-building skills:
- Why is it raining?
- Why do some birds have bright plumage?
- Why do volcanic eruptions happen?
- Why does rain turn to snow in winter?
- Why do birds fly low to the ground?
- Why can't the sun be seen at night?
- Why do many children love sports?
- Curious tasks in a provocative style are used in elite English schools, for example, you need to offer as many ideas as possible that illustrate the answer to the question: “What would happen on the planet if every person’s deepest desires were fulfilled?” (J. Freeman).
- Children need to come up with a hypothetical improvisation on the topics: “What will happen if elephants become like mice?”, “Imagine that you find yourself in the kingdom of giants,” etc.
Formation and improvement of skills in educational activities (observation and experiment).
Observation is the study of any natural phenomenon without interference in the process of the phenomenon on the part of the researcher...
Dictionary of Brockhaus and Efron
Stages of organizing and conducting observation:
- Setting a goal, for example, third graders are asked to follow the process of sprouting a bulb.
- Creation of the necessary conditions for the implementation of observation (prepare the soil, water, provide sufficient lighting, etc.).
- Planning your actions.
- Determining ways to record information (text description, graph, photograph, drawing, video recording).
- Actions directly related to the observation itself:
- practical implementation;
- perception;
- comprehension;
- recording received data or information.
- Final analysis of the results:
- compare the results obtained and the goals set;
- assess the degree of reliability of the results.
- Drawing up conclusions.
Experiment - in contrast to observation, this method of research involves active influence on an object using tools, devices, and materials.
Stages of experimental activity:
- Setting a goal - the knowledge that we want to obtain or the laws that we want to confirm experimentally.
- Proposing a hypothesis, for example, in the form of the following formulation: “if..., then...”.
- Preparing conditions for successful implementation experience.
- Establishing a sequence of actions.
- Performing experiments and measurements.
- Recording research results (records, graphs, tables, photos, videos, audio recordings, etc.).
- Systematization of the data obtained, analysis and summing up in the form of key conclusions.
Video: Project “Research on Environmental Quality” (grade 10)
Ability to work with text.
Text skills:
- understand the meaning and see the main idea of the text;
- determine the structure of the text, perceive the systematic development of events;
- master the basics of search, introductory, analytical reading.
Universal techniques efficient work with text:
- Emphasizing the main information using indicator words (reinforcing particles, introductory words, conjunctions emphasizing the consequence or denoting opposing information). An example of a task in the Russian language.
If you look at the map, you will see that Siberia is two-fifths of Asia. But Siberia surprises us not only with its size, but also with the fact that it is the largest treasury in the world in terms of oil, gas, coal reserves, energy resources, and huge forests. Exactly so there are plans economic development Russia pays a lot of attention to Siberia.
Which of the following sentences correctly conveys the main information contained in the text?
A. Siberia occupies two-fifths of Asia, and therefore much attention is paid to this region in Russia’s economic development plans.
B. Siberia surprises us not only with its size, but also with the fact that it is the largest treasury in the world in terms of mineral reserves.
V. In Russia's economic development plans, much attention is paid to Siberia because enormous natural resources are concentrated here.
D. In the development of the world economy, much attention is paid to Siberia, since this region occupies two-fifths of Asia and enormous natural resources are concentrated here.
More important information sounds after the conjunction “but” and is highlighted with the help of the intensifying particle “exactly”. Therefore, the correct answer is option B. - Definition of concentrated thought by keywords. Example text.
European railway gauge was accepted long ago before inventions locomotive. She matches exactly distance between wheels of ancient Roman chariots, with which the Romans carried out campaigns of conquest across the territory of modern England and France. Peoples of Europe did their chariots By Roman samples. The same standard was taken into account during construction railways.
So, the main idea The text is as follows: the width of the railway track in Europe is equal to the distance between the wheels of the ancient Roman chariot (11 words - 25% of the original text). It can be even shorter: the distance between the rails is equal to the distance between the wheels of an ancient Roman chariot. (9 words - 19% of the text).
Video: fragment of an extracurricular lesson on semantic reading. 7th grade
Group work style.
What a child can do today in cooperation and under guidance, tomorrow he becomes able to do independently.
Vygotsky L. S.
Reasons for the demand for a group form of work organization:
- Large classes, which does not allow for an individual approach, since on average there are two minutes of lesson time per student.
- “Active” students are more likely to work in class; other children get used to a passive model of behavior, which subsequently reduces the level of interest in learning.
- The frontal style of work of students of the whole class on one task for everyone is ineffective, since all children have different level preparation from frankly weak to very strong.
It is necessary to master the skills of the group method from the first days of students’ stay at school; it is usually better to practice outside of school hours (games, extracurricular work).
Stages of group work:
- The teacher formulates a problem and sets an educational task.
- Each participant puts forward his position, assumption, expresses his point of view on the issue. During cooperation, children develop the ability to listen and respect the opinions of their comrades.
- Identification of information sources.
- Coordination and distribution of responsibilities.
- Implementation of the task.
- Publication of the results of joint activities.
- General conclusion about the performance of individual groups.
Ways to distribute children into groups:
- At the request of the students themselves.
- Random groups (by row or lot).
- Game form, for example, by month of birth or by initial letter last name, first name, etc.
- The teacher chooses a leader, and he independently recruits participants for his team.
- The teacher divides the class into groups based on his own considerations, for example, taking into account the level of preparation of the children or friendships.
Video: extracurricular activity “Find an elephant in a boa constrictor” 7th grade
Teachers' mistakes:
- Detachment of the teacher while working in groups. The teacher must monitor the progress of work and act as an arbiter in conflict situation, promote the active inclusion in cooperation of children with low educational capabilities.
- A child cannot be deprived of the right to participate in group work.
- It is unacceptable to pair weak students.
- Children, when faced with any problem, immediately turn to the teacher; it is necessary to encourage independence in finding answers to questions. It is advisable for the teacher to get involved in the work process, guiding and supporting the participants when the children are quite active.
- The optimal duration is not always maintained group work(V primary school up to seven minutes, in average - fifteen minutes is enough, for high school students you can increase the work time to twenty minutes).
- The teacher must plan the work time so that students have time to report the results of completing the task, otherwise this method of organizing the lesson loses its meaning.
Self-esteem.
Video: student self-assessment based on criteria
Modern Russian school increasingly focused on the student’s personality. Society realizes that true goal Education is not so much the mastery of subject knowledge by children, but the formation of a healthy and developed personality of the child within the framework of educational and upbringing processes. In the new conditions, the role of the teacher changes significantly, since he is required to understand the needs of each child, the ability to involve all students in the work, teach independent thinking skills, and develop the self-esteem of his students.
Education in a comprehensive school should form a holistic system of knowledge, abilities and skills, as well as the experience of independent activity and personal responsibility of students. In this regard, the following main goals of education are highlighted:
1. Develop students’ ability to organize their activities – determine its goals and objectives, choose means of achieving goals and apply them in practice, interact with other people in achieving common goals, evaluate the results achieved.
2. Develop students’ ability to explain the phenomena of reality – natural, social, cultural, technical environment, i.e. highlight their essential features, systematize and generalize, establish cause-and-effect relationships, and evaluate their significance.
3. Develop students’ ability to navigate the world of social, moral and ethical values – distinguish between facts and assessments, compare assessment conclusions, see their connection with assessment criteria and the connection of criteria with a certain value system, formulate own position and the ability to justify this position.
4. Develop in students the ability to solve problems related to fulfilling a certain social role (voter, consumer, user, resident of a certain area) – the ability to analyze specific life situations and choose methods of behavior that are adequate to these situations.
5. Develop in students basic life skills that are universally important for various types of activities , – skills in problem solving, decision making, searching, analyzing and processing information, communication skills, measurement and collaboration skills.
6. Promote informed professional choice – orientation in the world of professions, in the situation on the labor market and in the vocational education system, in one’s own interests and capabilities of a certain profile.
The degree of achievement of the specified educational goals is determined by the achieved educational results .
Requirements for results (personal, meta-subject and subject) and the conditions in which the results are achieved,associated with an understanding of personality development as the goal and meaning of education, are recorded in the Federal State Educational Standard.
Educational results are considered in modern educational psychology and didactics asdevelopment of a set of motivational, operational (instrumental) and cognitive resources of the individual , which determine her ability to solve cognitive and practical problems that are significant to her.
- motivational resources – these are value orientations, educational needs and interests that determine the motives for activity;
- operational resources include mastered universal and special methods of activity;
- cognitive resources - this is, first of all, knowledge that forms the basis scientific presentation about the world, subject skills and abilities.
The development of motivational, operational and cognitive resources of the individual corresponds to personal, meta-subject and subject-specific educational results.
Formed motives determine the goal of educational activity and actions aimed at achieving it. In educational activities, universal educational actions are formed and developed, which serves as the basis for personality change and the achievement of subject results.
Personal results – motives, interests, needs, a system of value relations formed among schoolchildren in the educational process towards the world around them, including towards themselves, other subjects of the educational process, the educational process itself, objects of knowledge, the results of educational activities.
Personal results can be structured on various grounds:
- by type of value orientations (moral, aesthetic, political, etc.)
- by objects of assessment (attitude towards oneself, towards others, towards certain types of activities, etc.)
- by the nature of ideological attitudes, etc.
Meta-subject results – interdisciplinary knowledge mastered by students on the basis of several academic subjects, and, most importantly, universal educational actions (cognitive, regulatory, communicative, personal), applicable both in the educational process and in real life situations.
Close attention in the new educational standards is paid to student mastery cognitive universal educational activities , components of research and project activities– the ability to put forward hypotheses, classify, model, observe, experiment, defend one’s ideas with arguments, formulate conclusions, work with information, set goals, plan actions aimed at achieving the goal.
The development of this group of actions is expressed in:
- ability to use subject knowledge in life situations;
- the ability to identify questions that need to be answered when solving a problem;
- the ability to draw conclusions and argue one’s position;
- the ability to create and work with these and ready-made symbolic models (graphs, diagrams, comparative tables) and the ability to interpret the data obtained;
- the ability to draw up models of phenomena and processes, explain, predict phenomena based on modeling, the ability to analyze research data.
Formation of regulatory educational actions is expressed in the student’s ability to plan a goal and ways to achieve it, conduct self-assessment and correction of activities based on criteria and standards. The level of formation of regulatory universal educational actions is evidenced by the following indicators: management of one’s activities, control and correction, initiative and independence.
Important indicators of the formation of regulatory control systems are:
- the ability to plan a goal and ways to achieve it (the content of the goal as a predicted result of one’s own active purposeful activities(active target); specificity of the goal; time perspective; step-by-step planning; the degree of activity of the subject in achieving the goal;
- self-assessment of the level of achievement of goals and objectives of the stages;
- correction of activities based on criteria and standards.
Communicative learning activities aimed at: interpersonal communication; cooperation; formation of personal and cognitive reflection. Communicative actions provide the ability to fully and accurately express one’s thoughts, argue a point of view, enter into dialogue, and work effectively in pairs or groups.
The maturity of communicative educational actions is expressed in:
- adequate use speech means for discussion and argumentation of your position
- collective discussion of problems, different points of view to develop a common (group) position;
- mastery of dialogical and monologue forms of speech.
At the core personal universal educational action lies with self-esteem, how the most important regulator of personality activity, a mechanism of self-regulation.
The following types of self-assessment are distinguished: prognostic, corrective, retrospective.
Predictive self-assessment – performs the function of regulating the activity of the individual at the stage of including him in a new type of activity. There is a comparison of the upcoming activity and one’s capabilities to carry it out, and on the basis of this, the activity is adjusted for several operations ahead.
Corrective self-esteem performs the function of monitoring activities and making necessary adjustments at the stage of performing activities. This type of self-assessment underlies the self-assessment of the activity process, its compliance with the overall goal and the planned result based on criteria. Assessment plays a major role in the correction and management of educational activities, since it is determined by educational goals and influences their setting, performing the function of a regulator. The student monitors the progress of the activity and adjusts his actions to achieve maximum quality.
Retrospective self-esteem – assessment of activities as a whole, based on the correlation of goals and performance results. Provides analysis and assessment of each educational action and activity as a whole, results based on criteria or standards: object of activity - self-assessment of results; subject of activity, i.e. yourself - reflection. This type of self-assessment ensures control and correction of deviations from the plan. As a result of self-monitoring of the intermediate or final result, students make corrections, clarifications and changes.
Universal learning activities
Teacher: Senkova E.A.Personal learning outcomes
Currently, the result of education is not just the acquisition of knowledge, but the cognitive and personal development of students. New federal educational standard for the first time is based on a system-activity approach, ensuring the construction of the educational process taking into account the individual, age, psychological, physiological characteristics and health of students. According to the Federal State Educational Standard, along with subject and meta-subject learning outcomes, for the first time the requirements for personal results that are formed in the educational process are clearly spelled out.
The personal results designated in the Standard can be defined as mental new formations, that is, qualitative features of the psyche that first appear in a given age period and determine the child’s consciousness, his attitude to the environment, to internal and external life. By the end of school, such new formations become personal and professional self-determination, that is, a formed worldview, readiness and ability for self-development, self-education and self-education throughout life, independent and independent determination of life goals and choice of a future profession.
It should be noted that personal results, subject and meta-subject learning results cannot be separated from each other and represent a triune task of modern education.
Basic general education standards establish requirements for personal results
- the readiness and ability of students for self-development and personal self-determination;
- the formation of their motivation for learning and purposeful cognitive activity;
- systems of meaningful social and interpersonal relationships;
- value-semantic attitudes reflecting personal and civic positions in activities, social competencies, legal awareness;
- the ability to set goals and make life plans;
- ability to understand Russian identity in a multicultural society.
According to the StandardPersonal resultsshould reflect:
1) education of Russian civic identity: patriotism, respect for the Fatherland, past and present of the multinational people of Russia; awareness of one’s ethnicity, knowledge of the history, language, culture of one’s people, one’s region, the fundamentals cultural heritage the peoples of Russia and humanity; fostering a sense of responsibility and duty to the Motherland;
2) the formation of a responsible attitude towards learning, this is the readiness and ability of students for self-development and self-education based on motivation for learning and knowledge, conscious choice and construction of a further individual educational trajectory based on orientation in the world of professions and professional preferences, as well as the formation of a respectful attitude towards work , development of experience of participation in socially significant work;
3) the formation of a holistic worldview that corresponds to the current level of development of science and social practice, taking into account the social, cultural, linguistic, spiritual diversity of the modern world;
4) the formation of a conscious, respectful and friendly attitude towards another person, his opinion, worldview, culture, language, faith, citizenship, history, culture, religion, traditions, languages, values of the peoples of Russia and the peoples of the world; willingness and ability to conduct dialogue with other people and achieve mutual understanding in it;
5) mastering social norms, rules of behavior, in groups and communities, including adults and social communities; participation in school self-government and social life within the limits of age competencies, taking into account regional, ethnocultural, social and economic characteristics;
6) development of moral consciousness and competence in solving moral problems based on personal choice, the formation of moral feelings and moral behavior, a conscious and responsible attitude towards one’s own actions;
7) formation of communicative competence in communication and cooperation with peers, older and older children younger age, adults in the process of educational, socially useful, teaching and research, creative and other types of activities;
8) formation of the value of a healthy and safe lifestyle; mastering the rules of individual and collective safe behavior in emergency situations that threaten the life and health of people, rules of conduct in transport and on the roads;
9) formation of the foundations of an ecological culture corresponding to the modern levelecological thinking, developmentexperience of environmentally oriented reflective-evaluative and practical activities in life situations;
10) awareness of the importance of family in the life of a person and society, acceptance of the value family life, respectful and caring attitude towards your family members;
11) development of aesthetic consciousness through the development of the artistic heritage of the peoples of Russia and the world, creative activity of an aesthetic nature.
There have been changes in society in the understanding of the goals of education and methods of their implementation. The result of education in primary school should be the development of the “ability to learn” in students. The school must form universal learning activities for the application of knowledge, skills and abilities in any life situation, and ensure that each student has the opportunity to independently carry out learning activities. At the same time, it is preciselypersonal universal learning activities, formed in accordance with standards, allow the individual to identify socially demanded tasks as significant.
Personal UUDs are divided into 3 blocks:
1) self-determination;
2) meaning formation;
3) moral and ethical assessment.
SELF-DETERMINATION
In elementary school, the formation of personal universal actions should be realized through the development of self-determination tasks in the student: “I know...”; "I can..."; "I'm creating..."; "I aim to...".
One of the components of individual competence is the development of self-esteem, which is necessary as a basic component.
The formation of ethnic identity occurs through analysis folk tales, epics, folklore, through local history. Civil identity is formed by studying material about the history of Russia and Russian symbols.
MEANING FORMATION
The second block is related to the meaning of educational activities. The meaning and motives of the teaching play a decisive role. After all, the problem is a sharp decline in school motivation; children do not show activity or initiative. The task of the school is to develop the ability to set educational goals and determine motives for achieving them. For example, working on A. Barto’s poem “I have grown up,” school motivation is actively formed;
Conversations about school, academic success or extracurricular activities, the widespread use of ICT all this contributes to the formation of personal motivation.
MORAL AND ETHICAL ASSESSMENT
Third block - line moral development competent person. Personal UUD ensures the development of the ability to correlate one’s actions with generally accepted ethical and moral standards, the ability to evaluate one’s behavior and actions, and understanding of moral norms: mutual assistance, truthfulness, honesty, responsibility, an attitude toward a healthy and safe lifestyle, including in information activities.
It is necessary to learn to evaluate and explain simple situations and unambiguous actions as “good” or “bad” from the position of generally accepted moral rules, from the position of the importance of caring for health and nature, to separate the assessment of an action from the assessment of the person himself. All academic subjects contribute to this.
For example, in class literary reading personal universal actions are formed through tracing the “fate of the hero”; based on comparison of one’s “I” with heroes literary works; through interpretation of the text; expressing your attitude to what you read with argumentation; analysis of the characters and actions of the heroes; formulation of conceptual information of the text. “What is the wisdom of this fairy tale? Why did the writer decide to tell his readers this story? Find the words that express the main idea of the story.”
In the “World around us” lessons, we need to teach schoolchildren to explain their attitude to the world. This approach allows the teacher not to impose the “correct” attitude towards the environment, but to correct the child’s worldview, his moral attitudes and values, through the questions “In which drawings does a person behave like sentient being? Where is he being unreasonable? Explain why you think so. Formulate your own rules healthy eating and explain their meaning.” Slide 2
Requirements for personal results Readiness and ability of students for self-development and personal self-determination; The formation of their motivation for learning and purposeful cognitive activity; Systems of meaningful social and interpersonal relationships; Value-semantic attitudes reflecting personal and civic positions in activities, social competencies, legal awareness; Ability to set goals and make life plans; The ability to understand Russian identity in a multicultural society.
Personal results of mastering PLO Education of Russian civic identity. Formation of a responsible attitude towards learning. Formation of a holistic worldview. Formation of a conscious, respectful and friendly attitude towards another person. Mastering social norms and rules of behavior. Development of moral consciousness. Formation of communicative competence. Formation of the value of a healthy and safe lifestyle. Formation of the foundations of ecological culture. Awareness of the importance of family in human life and society. Development of aesthetic consciousness.
Personal universal educational actions Personal UUD self-determination, meaning-making, moral and ethical assessment
Formation personal results Lessons in all subjects Self-education process Educational system schools Extracurricular activities