Uud Formation Program - Program. Formation of universal educational actions in the educational process as a means of implementing fgos Themes uud

Regulatory UUD

1. Ability to independently determine the goals of their learning, to set and formulate new tasks for themselves in their studies and cognitive activities, to develop the motives and interests of their cognitive activities (FSES LLC p. 10). Thus, as planned metasubject results, it is possible, but not limited to the following, a list of what the student will be able to:

analyze existing and plan future educational results;
identify your own problems and identify the main problem;
put forward versions of the solution to the problem, formulate hypotheses, anticipate final result;
set an activity goal based on a specific problem and existing opportunities;
formulate educational tasks as steps to achieve the set goal of the activity;
justify targets and priorities with reference to values, indicating and justifying a logical sequence of steps.

2. Ability to independently plan ways to achieve goals, including alternative ones, consciously choose the most effective ways to solve educational and cognitive tasks (FSES LLC p. 10). The student will be able to:

determine the action (s) in accordance with the educational and cognitive task, draw up an algorithm of actions in accordance with the educational and cognitive task;
justify and implement the choice of the most effective ways to solve educational and cognitive tasks;
determine / find, including from the proposed options, conditions for the performance of educational and cognitive tasks;
build life plans for the short-term future (declare targets, set tasks adequate to them and propose actions, indicating and justifying a logical sequence of steps);
choose from the proposed ones and independently seek means / resources to solve the problem / achieve the goal;
draw up a plan for solving the problem (project implementation, research);
identify potential difficulties in solving educational and cognitive tasks and find means to eliminate them;
describe your experience, formalizing it for transferring to other people in the form of technology for solving practical problems of a certain class;
plan and adjust your individual educational trajectory.

3. Ability to correlate their actions with the planned results, to monitor their activities in the process of achieving the result, to determine the methods of action within the proposed conditions and requirements, to adjust their actions in accordance with the changing situation (FSES LLC, clause 10). The student will be able to:

determine, together with the teacher and peers, the criteria for the planned results and the criteria for assessing their educational activities;
systematize (including choosing priority) criteria for planned results and assessments of their activities;
select tools for evaluating their activities, exercise self-control of their activities within the proposed conditions and requirements;
evaluate their activities, arguing the reasons for the achievement or absence of the planned result;
find sufficient funds to perform educational activities in a changing situation and / or in the absence of the planned result;
working according to its plan, make adjustments to current activities based on the analysis of changes in the situation to obtain the planned characteristics of the product / result;
to establish a relationship between the obtained product characteristics and the characteristics of the activity process, upon completion of the activity, propose changes in the process characteristics to obtain improved product characteristics;
check your actions against the goal and, if necessary, correct mistakes yourself.

4. Ability to assess the correctness of the educational task, their own ability to solve it (FSES LLC p. 10). The student will be able to:

determine the criteria for the correctness (correctness) of the educational task;
analyze and justify the use of appropriate tools to complete the educational task;
freely use the developed criteria for assessment and self-assessment, based on the goal and existing criteria, distinguishing the result and methods of action;
to evaluate the product of its activity according to the set and / or independently determined criteria in accordance with the purpose of the activity;
justify the achievability of the goal in the chosen way based on an assessment of their internal resources and available external resources;
to record and analyze the dynamics of their own educational results.

5. Possession of the basics of self-control, self-esteem, decision-making and making an informed choice in educational and cognitive activities (FSES LLC p. 10). The student will be able to:

observe and analyze their educational and cognitive activities and the activities of other students in the process of mutual examination;
correlate the actual and planned results of an individual educational activities and draw conclusions;
make a decision in a learning situation and be responsible for it;
independently determine the reasons for their success or failure and find ways out of the situation of failure;
retrospectively determine what actions to solve the educational problem or the parameters of these actions led to the receipt of the existing product of educational activity;
to demonstrate the methods of regulation of psychophysiological / emotional states to achieve the effect of calming (elimination of emotional tension), the effect of recovery (weakening of manifestations of fatigue), the effect of activation (increase of psychophysiological reactivity).

Cognitive UUD

6. Ability to define concepts, create generalizations, establish analogies, classify, independently choose grounds and criteria for classification, establish causal relationships, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions (FSES LLC p. 10 ). The student will be able to:

select words subordinate to the keyword, defining its features and properties (sub-ideas);
build a logical chain of a keyword and its subordinate words;
highlight the sign of two or more objects or phenomena and explain their similarity;
combine objects and phenomena into groups according to certain criteria, compare, classify and generalize facts and phenomena;
to distinguish a phenomenon from the general number of other phenomena;
to determine the circumstances that preceded the emergence of a connection between the phenomena, from these circumstances to single out the determining ones that can be the cause of the given phenomenon, to identify the causes and consequences of the phenomena;
to build reasoning from general laws to particular phenomena and from particular phenomena to general laws;
build reasoning on the basis of comparing objects and phenomena, while highlighting common features;
present the information received, interpreting it in the context of the problem being solved;
independently indicate information that needs verification, propose and apply a method for verifying the accuracy of information;
verbalize the emotional impression made on him by the source;
explain the phenomena, processes, connections and relationships identified in the course of cognitive and research activities (give an explanation with a change in the form of presentation; explain, detailing or generalizing; explain from a given point of view);
identify and name the causes of an event, phenomenon, including possible causes / most probable causes, possible consequences of a given cause, independently carrying out a cause-and-effect analysis;
make a conclusion based on a critical analysis of different points of view, confirm the conclusion with your own argumentation or independently obtained data.

7. Ability to create, apply and transform signs and symbols, models and schemes for solving educational and cognitive tasks (FSES LLC p. 10). The student will be able to:

designate an object and / or phenomenon with a symbol and a sign;
determine logical connections between objects and / or phenomena, designate these logical connections using signs in the diagram;
create an abstract or real image of an object and / or phenomenon;
build a model / scheme based on the conditions of the problem and / or the method for solving the problem;
create verbal, material and information models highlighting the essential characteristics of the object to determine the way to solve the problem in accordance with the situation;
transform models in order to identify general laws that define a given subject area;
translate complex (multifaceted) information from a graphic or formalized (symbolic) representation into a textual one, and vice versa;
build a scheme, an action algorithm, correct or restore a previously unknown algorithm based on the existing knowledge about the object to which the algorithm is applied;
build evidence: direct, indirect, contradictory;
analyze / reflect on the development and implementation experience training project, research (theoretical, empirical) based on the proposed problem situation, the goal and / or the specified criteria for evaluating the product / result.

8. Semantic reading (FGOS LLC p. 10). The student will be able to:

find the required information in the text (in accordance with the goals of their activities);
navigate the content of the text, understand the integral meaning of the text, structure the text;
establish the relationship of the events, phenomena, processes described in the text;
summarize the main idea of \u200b\u200bthe text;
transform the text, "translating" it into another modality, interpret the text (artistic and non-fiction - educational, popular science, informational, non-fiction text);
critically evaluate the content and form of the text.

Communicative UUD

9. Ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution and resolve conflicts based on the coordination of positions and consideration of interests; formulate, argue and defend their opinion (FGOS LLC p. 10). The student will be able to:

identify possible roles in joint activities;
play a role in joint activities;
to take the position of the interlocutor, understanding the position of the other, to distinguish in his speech: opinion (point of view), proof (arguments), facts; hypotheses, axioms, theories;
identify their actions and those of a partner that have facilitated or hindered productive communication;
build positive relationship in the process of educational and cognitive activities;
correctly and reasonably defend their point of view, be able to put forward counterarguments in a discussion, paraphrase their thought (possession of the mechanism of equivalent substitutions);
to be critical of your opinion, to admit with dignity the erroneousness of your opinion (if it is) and to correct it;
offer an alternative solution in a conflict situation;
highlight a common point of view in a discussion;
agree on rules and issues for discussion in accordance with the task assigned to the group;
organize educational interaction in a group (determine common goals, assign roles, negotiate with each other, etc.);
to eliminate within the framework of the dialogue gaps in communication caused by misunderstanding / rejection by the interlocutor of the task, form or content of the dialogue.

10. Ability to consciously use speech means in accordance with the task of communication to express their feelings, thoughts and needs; planning and regulation of their activities; possession of oral and written speech, monologue contextual speech (FSES LLC p. 10). The student will be able to:

define the task of communication and, in accordance with it, select speech means;
select and use speech means in the process of communication with other people (dialogue in a pair, in a small group, etc.);
present orally or in writing a detailed plan of their own activities;
observe the norms of public speech and the rules in monologue and discussion in accordance with the communicative task;
express and substantiate an opinion (judgment) and request the opinion of a partner within the framework of a dialogue;
make a decision during the dialogue and coordinate it with the interlocutor;
create written "cliché" and original texts using the necessary speech means;
use verbal means (means of logical communication) to highlight the semantic blocks of your speech;
use non-verbal means or visual materials prepared / selected under the guidance of a teacher;
make an evaluative conclusion about the achievement of the communication goal immediately after the end of the communicative contact and justify it.

11. Formation and development of competence in the use of information and communication technologies (hereinafter - ICT competence) (FGOS LLC p. 10). The student will be able to:

purposefully seek and use information resources necessary for solving educational and practical problems using ICT tools;
choose, build and use an adequate information model to convey your thoughts by means of natural and formal languages \u200b\u200bin accordance with the conditions of communication;
highlight the information aspect of the problem, operate with data, use a model for solving the problem;
use computer technologies (including the choice of adequate instrumental software and hardware tools and services) to solve information and communication learning objectives, including: calculation, writing letters, essays, reports, abstracts, creating presentations, etc.;
use information in accordance with ethical and legal standards;
create information resources of different types and for different audiences, observe information hygiene and information security rules.

Cognitive UUD

12. Formation and development of ecological thinking, the ability to apply it in cognitive, communicative, social practice and vocational guidance (FSES LLC p. 10). The student will be able to:

to determine their attitude to the natural environment;
analyze the influence of environmental factors on the habitat of living organisms;
conduct causal and probabilistic analysis of environmental situations;
predict changes in the situation when the action of one factor changes to the action of another factor;
to disseminate environmental knowledge and participate in practical activities to protect the environment;
express your attitude to nature through drawings, essays, models, design work.

Slide 1

Slide 2

What is the purpose of the school?

Formation in every child of the ability to learn - to teach SELF.

Slide 3

Priority target school education:

development of the student's ability to independently set a learning task, design ways to implement them, monitor and evaluate their achievements.

Slide 4

Slide 5

How can this goal be achieved?

Thanks to the system of forming universal educational actions

Slide 6

inquisitive, actively and interestedly learning the world; possessing the basics of learning, capable of organizing their own activities; loving his people, his land and his homeland; respecting and accepting the values \u200b\u200bof family and society; ready to act independently and be responsible for their actions in front of family and society; benevolent, able to listen and hear the interlocutor, justify his position, express his opinion; complying with the rules of a healthy and safe lifestyle for himself and those around him. (FGOS NOO, page 7, section I.)

"Portrait of a Primary School Graduate"

Slide 9

meaning making actions

actions of moral and ethical assessment

Personal UUD

Self-determination actions

Slide 10

provide value-semantic orientation of students and orientation in social roles and interpersonal relationships: personal, (professional), life self-determination; meaning formation, i.e. the establishment by students of the connection between the purpose of educational activity and its motive; moral and ethical orientation, including the assessment of the assimilated content, which provides a personal moral choice

Slide 11

Personal universal actions

They allow you to make the teaching meaningful, provide the student with the significance of solving educational problems, linking them with real ones life goals and situations. They are aimed at comprehending, researching and accepting life values \u200b\u200band meanings, allow you to orient yourself in moral norms, rules, assessments, develop your life position in relation to the world, people, yourself and your future.

Slide 12

Cognitive UUD

general educational, including special subject actions

logical, including sign-symbolic actions

setting and solving problems

Slide 13

Cognitive universal actions

include: General educational universal actions: - self-selection and formulation of a cognitive goal; -search and selection of the necessary information; -structuring knowledge; -sign-symbolic modeling - the transformation of an object from a sensory form into a model, where the essential characteristics of the object (spatial-graphic or sign-symbolic) are highlighted, and the transformation of the model in order to identify the general laws that determine this subject area - the ability to consciously and arbitrarily build a speech utterance verbally and in writing; selection of the most effective ways to solve problems, depending on specific conditions; reflection of the methods and conditions of action, control and assessment of the process and results of activity, etc.

Slide 14

Universal logical actions

analysis of objects in order to identify features (significant, insignificant); synthesis as composing a whole from parts, including with independent completion, filling in missing components; selection of grounds and criteria for comparison, serialization, classification of objects; summing up under concepts, deriving consequences; establishment of causal relationships; building a logical chain of reasoning; evidence; putting forward hypotheses and their justification.

Slide 15

Problem statement and solution:

problem formulation; independent creation of methods for solving problems of a creative and exploratory nature.

Slide 16

Cognitive actions

Includes actions of research, search and selection of the necessary information, its structuring; modeling of the studied content, logical actions and operations, methods of solving problems.

Slide 17

Regulatory universal training activities

Goal setting Planning Control Prediction Correction

Volitional self-regulation

Slide 18

Regulatory educational actions of children of primary school age: 1. Ability to learn and the ability to organize their activities (planning, control, evaluation): - the ability to accept, maintain goals and follow them in learning activities; - the ability to act according to plan and plan their activities; - overcoming impulsivity, involuntariness; - the ability to control the process and the results of their activities, including the implementation of anticipatory control in cooperation with the teacher and peers; - the ability to adequately perceive grades and grades; - the ability to distinguish between the objective difficulty of the task and the subjective complexity; - the ability to interact with adults and with peers in educational activities.

Slide 19

Regulatory training activities

2. Formation of purposefulness and perseverance in achieving goals, life optimism, readiness to overcome difficulties: - Purposefulness and persistence in achieving goals; - readiness to overcome difficulties, the formation of an attitude towards finding ways to resolve difficulties (coping strategy); - formation of the foundations for an optimistic perception of the world.

Slide 20

Regulatory UUD

Regulatory ECDs include self-control skills, the ability to solve an educational problem, the ability to work according to an algorithm, the level of development of combinatorial skills.

Slide 21

Regulatory actions

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

Slide 22

Communicative UUD

Planning educational collaboration

Asking questions

Building speech utterances

Leadership and coordination with a partner

Slide 23

Communicative actions - interpersonal and business cooperation, a positive and responsible attitude to the world of nature and culture, small homeland and Fatherland. These include: planning educational collaboration with teacher and peers; posing questions - proactive cooperation in the search and collection of information; conflict resolution - identification, search for solutions and its implementation; partner behavior management - control, correction, assessment of his actions; the ability to express your thoughts with sufficient completeness and accuracy in accordance with the tasks and and conditions of communication

Sections: Primary School

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

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

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

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

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

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

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

Formation of UUD in educational process defined by three complementary provisions:

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

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

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

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

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

	Russian language	Literary reading	Mathematics	The world		Technology
Personal.	vital self-determination		meaning formation	moral and ethical orientation		creative self-realization
Regulatory.	goal setting, planning, forecasting, control, correction, assessment, algorithmization of actions (mathematics, Russian, the world around, technology, physical culture, etc.)
Cognitive general educational.	modeling (translation of oral speech into writing)	semantic reading, arbitrary and conscious oral and written statements	modeling, formation of a general technique for solving problems, choosing the most effective ways to solve problems	wide range of information sources	Modeling and displaying a transformation object in the form of models
Cognitive logical.	Formulation of personal, linguistic, moral problems. Independent creation of ways to solve problems of a search and creative nature		Analysis, synthesis, comparison, grouping, causation, logical reasoning, proof, practical actions		Formation of an internal plan based on a phased development subject-transformative actions
Communicative.	Use of language and speech means for receiving and transmitting information, participation in joint productive activities and productive dialogue; self-expression: monologic statements of various types.

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

UUD represent an integral system in which interrelated and mutually conditioning types of actions can be distinguished:
- communicative - providing social competence,
- cognitive - general educational, logical, associated with solving a problem,
- regulatory - ensuring the organization of their own activities,
- personal - determining motivational orientation.

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

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

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

Methods of taking into account the level of their formation - in the requirements for the results of mastering the curriculum for each subject and in the mandatory programs of extracurricular activities.

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

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

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

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

1. Goal setting.

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

2. Planning.

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

3. Practical activity of students.

Students carry out educational activities according to the planned plan. Here it is possible to use group work or individual work. The teacher advises the students. At the same time, cognitive, regulatory, communicative ECDs develop.

4. Control.

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

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

5. Correction of activities.

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

UUD are formed: regulatory, communicative.

6. Assessment of students.

Students assess the performance based on its results (self-assessment, mutual assessment). The teacher advises.

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

7. Lesson summary.

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

8. Homework.

It is useful to offer students a choice of tasks (taking into account individual capabilities). At the same time, cognitive, regulatory and communicative ECDs are formed.

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

And now let us consider more specifically what methods, techniques, teaching aids, forms of organizing the activities of students can be used when conducting a lesson aimed at the formation of not only subject, but also metasubject results.

1. Goal setting. Conducting a problematic dialogue.
2. Planning. Working with the lesson map.
3. Practical activity of students.

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

4. Control.

a) Application of the methodology of mark-free teaching ("magic rulers" - by GA Tsukerman).
b) Self-control and mutual control by in advance certain criteria.

5. Correction of activities.

a) Organization of mutual assistance;
b) the use of various memos.

6. Assessment of students.

a) Application of the method of mark-free teaching - by G.A. Zuckerman;
b) self-control and mutual control of oral and written answers according to the criteria determined in advance.

7. Lesson summary. Reflection using:

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

8. Homework.

a) The use of creative assignments, practical assignments;
b) the use of differentiated tasks.

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

So, the success of primary school education largely depends on the formation of universal educational actions. The development of UUD ensures the formation of psychological neoplasms and abilities of the student, which, in turn, determine the conditions for high success in educational activities and the development of academic disciplines. If in elementary school students have universal learning actions fully formed, then it will be easy for them to learn in the main link of the school.

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

compliance with age-psychological regulatory requirements;

compliance of properties of universal actions with predetermined requirements.

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

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

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

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

select the sources of information necessary to solve the problem;

extract information from their texts, tables, diagrams, illustrations;

compare and group facts and phenomena;

determine the causes of phenomena and events;

draw conclusions based on the generalization of knowledge;

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

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

independently formulate the purpose of the activity;

draw up an action plan;

act according to plan;

check actions against the goal, find and correct mistakes;

check and evaluate the results of work.

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

read information given explicitly;

explain the meaning of words and phrases;

read information given implicitly;

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

interpret the text (through creative retelling).

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

evaluate actions from the standpoint of moral values;

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

define important rules of conduct for yourself and others;

choose behavior that complies with generally accepted rules;

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

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

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

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

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

List of references:

Asmolov A.G.... How to design universal learning activities in primary school / [A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others]; ed. A.G. Asmolova. - M .: Education, 2011.

Buneev R.N.Diagnostics of metasubject and personal results primary education / R.N. Buneev, E.V. Buneeva, A.A. Vakhrushev, A. V. Goryachev, D. D. Danilov. - M. 2011

Galperin P.Ya.Teaching methods and mental development of a child / P.Ya. Halperin. - M., 1985

Zavyalova O.A.Meta-subject activities in learning: where to start for a teacher? / O.A. Zavyalova. - M., 2012

Melnikova E.L.Problem Lesson, or How to Open Knowledge with Students: A Guide for Teachers / E.L. Melnikova E.L. - M., 2006

Mikheeva Yu.V.Lesson. What is the essence of the changes with the introduction of the Federal State Educational Standard of the LEO: (article) // Nauch.– Pract. zhur. "Academic Bulletin" / Min. Arr. MO TsKO ASOU. - 2011. - Issue. 1 (3). - from. 46-54.

Federal state educational standard initial general education... / Ministry of Education and Science of the Russian Federation - M .: Education, 2010.

Basic design educational program educational institution. - Academbook, 2010

Repkina G.V. Assessment of the level of formation of educational activities: to help the teacher primary grades / G.V. Repkina, E.V. Stutterer. - Tomsk, 1993.

Tsukerman G.A. Introduction to school life / G.A. Tsukerman, K.N. Polivanova. - M., 1999.

Tsukerman G.A.Rating without mark: / G.A. Tsukerman http: // exsperiment.lv/rus/ biblio / cukerm_ocenka.htm

The monograph contains theoretical and practical materials of experimental work on the creation, substantiation and testing of the in-school system of educational, methodological and managerial support for the development of universal educational actions of students. The ideological, substantive, didactic, methodological and managerial aspects of solving the problem of mastering the meta-subject content of education by students are considered. Creation, theoretical substantiation and testing of the presented materials was carried out within the framework of the network experimental platform of the Moscow Pedagogical State University.
The monograph is addressed to school leaders and teachers, students and teachers pedagogical universitiesaware of the importance of purposeful development of student learning skills.

Have NIVERSAL LEARNING ACTIONS, EDUCATIONAL SKILLS AND "OKKAM'S RAZOR".
The reader can get a general idea of \u200b\u200bthe content of the proposed monograph by reading the title and annotation by looking at the table of contents. Nevertheless, we felt it necessary to write a few words addressed to the readers and acting as a lightning rod, so that this work avoids more severe criticism than the one it undoubtedly deserves.

We considered it necessary to demonstrate once again the relevance of universal methods of obtaining and applying knowledge and to determine the place of this publication in the process of developing and substantiating an intraschool system of educational, methodological and managerial support for the formation and development of educational and cognitive competence of students.

Today no one doubts that the point of growth of ideological and organizational foundations modern school should become the rights, interests and abilities of the child. School is, apparently, the only social institution that is obliged and can assume the implementation of the child's rights to his full personal development. One of the conditions for the realization of this right is the student's possession of the ability to learn.

CONTENT
UNIVERSAL EDUCATIONAL ACTIONS. EDUCATIONAL SKILLS AND "OKKAMA SHAVE" (instead of a greeting)
Lyrical digression.
Toffler E. "Future Shock"
1. UNIVERSAL EDUCATIONAL ACTIONS. OR ALL-SO EDUCATIONAL SKILLS:
history of determining the priority component of the content of general education
Lyrical digression.
V. Soloviev "Letters from different years"
2. CLASSIFICATION OF EDUCATIONAL SKILLS OF PUPILS:
activity component of metasubject content of education
Lyrical digression.
Gessen S. I. “Fundamentals of Pedagogy.
Introduction to Applied Philosophy "
3. META-SUBJECT EDUCATIONAL PROGRAM:
a project of an integral intraschool system of educational and methodological support for the formation and development of general educational skills
Lyrical digression.
Ilyenkov E. V. "School must teach thinking"
4. QUALITY MANAGEMENT OF EDUCATIONAL SKILLS:
definition of key concepts and basic procedures
Lyrical digression.
Florensky P.A.Letter to V.I.Vernadsky
5. TECHNOLOGY OF INTERNAL SCHOOL MANAGEMENT FOR THE FORMATION AND DEVELOPMENT OF PUBLIC EDUCATIONAL SKILLS OF STUDENTS:
management of the creation and implementation of an intraschool system of educational and methodological support for the formation and development of general educational skills
Lyrical digression.
Likhachev D. S. "Reflections"
6. CASE TASKS:
determination of the level of formation professional competence teachers on organizing the development of universal educational actions by students
Lyrical digression.
Mamardashvili M. K. "The problem of man in philosophy"
ONCE AGAIN ABOUT THE DEVELOPMENT OF EDUCATIONAL SKILLS AS AN ACTIVE COMPONENT OF THE EDUCATIONAL AND Cognitive Competence of Pupils (instead of saying goodbye)
Lyrical digression.
Bruner J. "Culture of Education"
BIBLIOGRAPHIC LIST.

Free download e-book in a convenient format, watch and read:
Download the book Development of universal educational actions, Thieves S.G., Orlova E.V., 2012 - fileskachat.com, fast and free download.

Metasubject lesson, Resource of mastering universal educational actions by students, Thieves S.G., Goldberg V.A., Novozhilova M.M., Averina N.P., 2015
Theory and practice of metasubject education, Search for solutions to problems, Thieves S.G., Goldberg V.A., Vinogradova S.S., 2017
The school should teach to think, design, research, Management aspect, Thieves S.G., Novozhilova M.M., 2008

Many scientists, philosophers, teachers, methodologists argue that the primary school plays the most important role in teaching and upbringing. Here the child learns to read, write, count, listen, hear, speak, empathize. What is the role of the modern primary school? Integration, generalization, comprehension of new knowledge, linking them with the child's life experience based on the formation of the ability to learn. Learning to teach oneself is the task in the solution of which there is no substitute for school today.

The priority goal of school education, instead of a simple transfer of knowledge, skills and abilities from teacher to student, is the development of the student's ability to independently set educational goals, design ways to implement them, monitor and evaluate their achievements, in other words, the formation of the ability to learn. The student himself must become the "architect and builder" of the educational process. The achievement of this goal becomes possible thanks to the formation system of universal learning actions (UUD)(FSES 2 generations for primary school). Mastering universal educational actions gives students the opportunity to independently successfully master new knowledge, skills and competencies based on the formation of the ability to learn. This opportunity is provided by the fact that UUD are generalized actions that generate motivation for learning and allow students to navigate in various subject areas of knowledge.

Program for the formation of universal educational activities.

Explanatory note

Relevant and a new task, in accordance with the requirements of the Standard, becomes ensuring the development of universal educational activities as psychological component of the fundamental core of the content of education along with the traditional presentation subject content of specific disciplines. Universal educational actions provide "the ability to learn", the ability of a person to self-development and self-improvement through the conscious and active appropriation of new social experience.

All this necessitated the development of a program for the formation of universal educational actions.

The program is compiled on the basis of the requirements of the Second Generation Standard, to the personal and meta-subject results of mastering the basic educational program of primary general education, an approximate educational program of primary general education, methodological recommendations "How to design universal educational actions in primary school: from action to thought" / A. G. Asmolov, G. V. Burmenskaya, I. A. Volodarskaya and others; Ed. A.G. Asmolova. - M .: Education, 2010.

The implementation of the program is carried out in a comprehensive manner through the educational process, extracurricular, extracurricular and extracurricular activities, continuity from preschool to primary general education.

Purpose of the program: provide regulation different aspects mastering metasubject skills, i.e. methods of activity applicable within the framework of both the educational process and in solving problems in real life situations.

Program objectives:

1. to establish values \u200b\u200bfor primary education;

2. determine the composition and characteristics of universal educational actions;

3.to identify universal educational actions in the content of subject lines and to determine the conditions of formation in the educational process and vital situations.

The program for the formation of universal educational actions presents:

· Value guidelines for the content of primary general education;

· Characteristics of personal, regulatory, cognitive, communicative universal educational actions of students;

· The connection of universal educational actions with the content of academic subjects of the mandatory part of the curriculum and the part formed by the educational institution (individual subjects and extracurricular activities);

· Typical tasks of the formation of personal, regulatory, cognitive, communicative universal educational actions;

· A description of the continuity of the program for the formation of universal educational actions in the transition from preschool to primary and basic general education;

FSES of primary general educationdefines the value orientations of the content of education at the level of primary general education as follows:

1. Formation of the foundations of the civic identity of the individual, including:

A sense of belonging and pride for their homeland, people and history;

Awareness of a person's responsibility for the welfare of society;

Perception of the world as a single and holistic world with a variety of cultures, nationalities, religions;

Refusal to divide into "friends" and "aliens";

Respect for the history and culture of every nation.

2. Formation of psychological conditions for the development of communication, cooperation cooperation:

Goodwill, trust and attention to people,

Willingness to cooperate and friendship, to provide assistance to those who need it;

Respect for others - the ability to listen and hear a partner, recognize the right of everyone to their own opinion and make decisions taking into account the positions of all participants;

3. Development of the value-semantic sphere of the individual on the basis of universal human morality and humanism:

Acceptance and respect for the values \u200b\u200bof the family and society, school and community and the desire to follow them;

Orientation in the moral content and sense of actions, both one's own and those of those around them, the development of ethical feelings - shame, guilt, conscience - as regulators of moral behavior;

Formation of a sense of beauty and aesthetic feelings on the basis of acquaintance with the world and domestic art culture;

4. Development of the ability to learn as the first step towards self-education and self-education:

Development of broad cognitive interests, initiative and curiosity, motives of knowledge and creativity;

Formation of the ability to learn and the ability to organize their activities (planning, control, assessment);

5. Development of independence, initiative and responsibility of the individual as a condition for his self-actualization:

Formation of self-esteem and emotionally positive attitude towards oneself;

Willingness to openly express and defend their position;

Criticality in relation to their actions and the ability to adequately assess them;

Readiness for independent actions, responsibility for their results;

Purposefulness and persistence in achieving goals;

Life optimism and readiness to overcome difficulties;

Ability to resist actions and influences that pose a threat to the life, health and safety of an individual and society within their capabilities.

The main values \u200b\u200bof the content of education, formed at the level of primary general education

The value of the world	1. as a common home for all inhabitants of the Earth; 2. as a world community, represented by different nationalities; 3. as a principle of life on Earth.
The value of human life	as an opportunity to show, realize humanity, positive qualities and virtues, all values
Gift of speech	as an opportunity to gain knowledge, communicate
The value of nature	awareness of oneself as a part of the natural world. Respect for nature as a habitat and human survival, as a source for experiencing a sense of beauty, harmony, and its perfection
Family value	as a community of relatives and friends, in which the language, cultural traditions of their people are transmitted, mutual assistance and mutual support are carried out
The value of good	as a manifestation of the highest human abilities - love, compassion and mercy.
The value of knowing the world	the value of scientific knowledge, reason, the implementation of a person's desire to comprehend the truth
The value of beauty	as perfection, harmony, bringing in line with the ideal, striving for it - "beauty will save the world"
The value of labor and creativity	as a desire for creative activity aimed at creating conditions for the realization of other values
The value of freedom of choice	as an opportunity to make judgments and actions within the framework of the norms, rules, laws of society
The value of love for the Motherland, the people	as a manifestation of a person's spiritual maturity, expressed in a conscious desire to serve the Fatherland

A modern primary school graduate is a person:

· Inquisitive, actively learning the world;

· Owning the basics of learning;

• loving his native land and his country;

· Respecting and accepting the values \u200b\u200bof family and society;

· Ready to act independently and be responsible for their actions in front of family and school;

· Friendly, able to listen and hear a partner, able to express his opinion;

· Complying with the rules of a healthy and safe lifestyle for himself and others.

Universal educational actions in the teaching materials used by our school are considered as a set of pedagogical guidelines in the organization of the educational process in elementary school.

An indicator of the success of the formation of UUD will be the student's orientation towards performing actions expressed in the following categories:

I know / can,

· want,

· Do

Psychological terminology	Pedagogical terminology	Child's language	Pedagogical guideline (the result of pedagogical influence, adopted and implemented by the student)i know / I can, I want, I do
Personal universal learning activities.	Personality education (Moral development; and the formation of cognitive interest)		What is good and what is bad "I want to learn" "Learning to Success" "Live in Russia" "Growing up a good person" "In a healthy body healthy mind!"
Regulatory universal learning activities.	self-organization		"I understand and act" "Controlling the situation" "Learning to evaluate" "I think, write, say, show and do"
Cognitive universal learning activities.	research culture	"I study".	"I search and find" "I depict and fix" "I read, I say, I understand" "I think logically" "Solving the problem"
Communicative universal learning activities	culture of communication	"We are together"	"Always in touch"

Formation of universal educational actions by means of the teaching materials "Primary school of the 21st century"

The formation of universal educational actions in the educational process is carried out in the context of the assimilation of various subject disciplines. Requirements for the formation of universal educational actions are reflected in the planned results of mastering the programs of academic subjects "Russian language", "Literary reading", "Mathematics", "The world around", "Technology", "Foreign language", " art"," Physical culture "in relation to the value-semantic, personal, cognitive and communicative development of students.

Priorities of subject content in the formation of UUD

Semantic uUD accents	Russian language	Literary reading	Mathematics	The world
personal	life self definition		Meaning formation	moral and ethical orientation
regulatory	goal-setting, planning, forecasting, control, correction, assessment, algorithmization of actions (Mathematics, Russian language, the world around, Technology, Physical culture, etc.)
cognitive general educational	modeling (translation of oral speech into writing)	semantic reading, arbitrary and conscious oral and written statements	modeling, choosing the most effective ways to solve problems	wide range of information sources
cognitive logical	formulation of personal, linguistic, moral problems. Independent creation of ways to solve problems of a search and creative nature		analysis, synthesis, comparison, grouping, cause-and-effect relationships, logical reasoning, evidence, practical actions
communicative	using language and speech means to receive and transmit information, participate in a productive dialogue; self-expression: monologic statements of different types.

Each academic subject, depending on its content and methods of organizing the educational activities of students, reveals certain opportunities for the formation of universal educationalaction.

In accordance with the requirements of the Federal State Educational Standard, the structure and content of the textbook system "Primary School of the 21st Century" are aimed at achieving the following personal results of mastering the basic educational program:

1) Formation of the foundations of Russian civil identity, a sense of pride in their Motherland, the Russian people and the history of Russia, awareness of their ethnic and national identity, the formation of the value of a multinational Russian society, humanistic and democratic value orientations.

2) Formation of a holistic, socially oriented view of the world in its organic unity and diversity of nature, peoples, cultures and religions.

3) Formation of a respectful attitude towards other opinions, history and culture of other peoples.

To achieve these personal results, the system of textbooks "Primary School of the 21st Century" introduced the corresponding sections and topics, various in form and content of texts, exercises, tasks, tasks.

In the course "The World Around" - these are the topics "Nature of Russia", "Pages of the History of the Fatherland", "Native Land - part big country"," Modern Russia "," Life of the city and the countryside "," What is Motherland? "," What do we know about the peoples of Russia? "," What do we know about Moscow? "," Russia on the map. "

In grade 1, children get acquainted with the state symbols of Russia (coat of arms and flag).

In the course "Literary reading" - these are sections: "Oral folk art", "Chronicles, epics, lives", "Motherland", "I love Russian nature", "Poetic notebook", "Nature and we", "From Russian classical literature", "Literature of foreign countries" and others, as well as texts and assignments about our multinational country, about the traditions and customs of its peoples and peoples of the world, about the diversity of nature and the need to respect it. The system of such tasks allows students to realize themselves as citizens of the country, to form a universal human identity.

In the course "Russian language" various in form and content exercises and tasks about the Motherland, about the defenders are presented russian land, about the preservation of peace in their country and around the world. Through the texts, children get acquainted with the national values \u200b\u200bof our fatherland, monuments of antiquity and their creators, Russian craftsmen, whose hands have created the Tsar Cannon and Tsar Bell, the Church of the Intercession on the Nerl, etc., learn about the great heritage of our people - the Russian language. In this regard, texts by I.D. Turgenev, A.I. Kuprin, A.N. Tolstoy, D.S. Likhachev, M.M. Prishvina, I.S. Sokolova-Mikitova, K.G. Paustovsky and others, poetic lines by A.S. Pushkin, I.A. Bunina, M. Yu. Lermontov, N.M. Rubtsova, N.I. Sladkov, S.Ya. Marshak and others, convincing students of the beauty, imagery, and richness of the Russian language. Pupils compose texts, stories about their small homeland - region, city, village, about their sights, natural and cultural-historical features.

In the course "Mathematics" - in the plots of word problems (for example, in grades 3 and 4) information from the historical past of our country is presented - about the duration of the Great Patriotic War and about the victory in it, about the school museum of military glory and about helping veterans, about age Of the Russian fleet, about the modern achievements of Russia in the field of cosmonautics; about the industries, about the rich cultural heritage of the country (for example, about the years of A.S. Pushkin's life, about the collected works of L.N. Tolstoy, about visiting museums, art galleries, etc.).

In the course "Music" works of national musical art are considered in the context of world art culture, the principle of dialogue of cultures is widely used. It involves acquaintance of students with folk and professional music of various nationalities on the basis of its comparison and identification of the commonality of life content, moral and aesthetic problems, differences in styles, musical language, creative handwriting of representatives of different eras and cultures.

In the course "Fine Arts" the achievement of these results is carried out due to the content of specific tasks and the through principle of constructing educational material, based on the idea "from the native threshold into the world of great culture."

The textbooks offer "Pages for the curious" with tasks of a creative nature.

From the first grade, younger students learn not only to observe, compare, classify objects, reason, generalize, etc., but also to record the results of their observations and actions in different ways (verbal, practical, symbolic, graphic). All this forms the ability to solve problems of a creative and exploratory nature.

Connection of universal educational actions with the content of academic subjects

is defined by the following statements:

1. UUD are an integral system in which interrelated and mutually conditioning types of actions can be distinguished:

Communicative - providing social competence,

Cognitive - general educational, logical, associated with solving a problem,

Personal - determining motivational orientation,

· Regulatory - ensuring the organization of their own activities.

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

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

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

5. Methods of taking into account the level of their formation - in the requirements for the results of mastering EP in each subject and in the mandatory programs of extracurricular activities.

6. Pedagogical support of this process is carried out with the help of the Universal Integrated, which is a procedural way of assessing students' achievements in the development of universal educational actions.

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

Forms of organizing the educational process aimed

on the formation of universal educational actions

The learning process sets the content and characteristics of the child's learning activity and thereby determines the zone of proximal development of these universal learning actions and their properties. Universal educational actions represent an integral system in which the origin and development of each type of educational action is determined by its relationship with other types of educational actions and the general logic of age-related development.

The selection and structuring of the content of education, the definition of forms and methods of teaching - all this must take into account the goals of the formation of specific types of ELC.

Forms of educational activity as a condition for the formation of universal educational actions

Educational collaboration	The teacher perceives the child as an equal partner, active, influential participant in the educational process, organizes communication, dialogue. Participants in the process are emotionally open and free in their statements. The child freely uses the help of a teacher or peers. With such cooperation, the teacher acts as an organizer who acts indirectly, and not by direct instructions. Such communication is as close as possible to the child. Organization of work in pairs, groups, independent work using additional information sources. Learning collaboration enables the formation *communicative, regulatory, cognitive and personal universal learning activities.*
Creative, design, educational and research activities	Artistic, musical, theatrical creativity, design, concept formation and implementation of socially significant initiatives, etc. Work on projectsharmoniously complements classroom-lesson activities in the educational process and allows you to work on obtaining personal and metasubject results of education in more comfortable conditions for this, not limited by the time frame of individual lessons. The focus of projects on the original end result in a limited time creates the prerequisites and conditions for achieving *regulatory* metasubject results. The joint creative activity of students when working on projects in a group and the necessary final stage of work on any project - the presentation (defense) of the project - contribute to the formation of metasubject *communicative* skills. *Personal* results when working on projects can be obtained by choosing the subject of projects.
Control and evaluation and reflective activity	Self-esteem is the core of personality self-awareness, acting as a system assessments and ideas about themselves, their qualities and capabilities, their place in the world and in relations with other people. The central function of self-esteem is *regulatory* function. The origin of self-esteem is associated with the communication and activities of the child. The development of self-esteem is significantly influenced by a specially organized educational assessment action. *Conditions for the development of an action for evaluating learning activities:* · Setting a task for the student to evaluate his own activity (it is not the teacher who evaluates it, the child is given the task of assessing the results of his activity); · The subject of assessment is learning activities and their results; · Ways of interaction, own possibilities of carrying out activities; · Organization of objectification for the child of changes in educational activities based on a comparison of his previous and subsequent achievements; · The formation of the student's mindset to improve the results of their activities (assessment helps to understand what and how can be improved); · Formation of the student's ability to cooperate with the teacher and independently develop and apply criteria for differentiated assessment in educational activities, including the ability to analyze the causes of failures and highlight the missing operations and conditions that would ensure the successful completion of the educational task; · The organization of educational cooperation of the teacher with the students, based on mutual respect, acceptance, trust, and recognition of the individuality of each child.
Labor activity	Self-service, participation in socially useful labor, in socially significant labor actions. Systematic work develops positive personality traits: organization, discipline, attentiveness, observation. The work of junior schoolchildren allows the teacher to better know their individual characteristics, find out their creative capabilities, and develop certain abilities. Labor activity allows you to form *personal universal* educational activities.
Sports activities	Mastering the basics of physical culture, acquaintance with various sports, experience of participating in sports competitions will allow you to form *volitional qualities personality, communicative actions, regulatory actions.*

Continuity of the formation of universal educational actions at the levels of general education

The organization of succession is carried out during the transition from preschool education to primary education, from primary education to basic education, from basic to secondary complete education. At each stage of the educational process, diagnostics (physical, psychological, pedagogical) of students' readiness for learning at the next stage is carried out. Initial diagnostics determines the main problems typical for the majority of students, and in accordance with the characteristics of the stage of education for a certain period, a system of succession work is built.

The problem of organizing the continuity of education affects all links of the existing educational system, namely: transitions from a preschool educational institution (preschool) to educational institutionimplementing the basic educational program of primary general education and then the basic educational program of basic and secondary (complete) education, and, finally, to a higher educational institution. At the same time, despite the huge age-psychological differences between students, the difficulties they experience during transition periods have much in common.

The main problems of ensuring continuity are associated with ignoring the task of purposeful formation of such universal educational actions as communicative, speech, regulatory, general cognitive, logical, etc.

The problem of continuity is most acute at two key points - at the moment children enter school (during the transition from the preschool level to the level of primary general education) and during the transition of students to the level of basic general education.

Research readiness of children to study at school during the transition from preschool to primary general education showed that learning should be considered as a comprehensive education, including physical and psychological readiness.

Physical readiness is determined by the state of health, the level of morphological and functional maturity of the child's body, including the development of motor skills and qualities (fine motor coordination), physical and mental performance.

Psychological readiness for school - complex system characteristic mental development a child of 6-7 years old, which assumes the formation of psychological abilities and properties that ensure the child's acceptance of a new social position of the student; the ability for him to carry out educational activities, first under the guidance of a teacher, and then the transition to its independent implementation; assimilation of the system of scientific concepts; the child's development of new forms of cooperation and educational cooperation in the system of relations with the teacher and classmates.

The formation of the foundation for the readiness of the transition to learning at the level of primary general education should be carried out within the framework of specifically children's activities: role-playing game, visual activity, design, perception of a fairy tale, etc.

All these components are present in the program for the formation of universal educational actions and are specified in the form of requirements for the planned learning outcomes. The basis for the continuity of different stages of the educational system can be an orientation towards a key strategic priority continuing education - the formation of the ability to learn, which should be ensured by the formation of a system of universal educational actions.

In the area of \u200b\u200bregulatory ELM, students will be able tomaster all types of educational actions, including the ability to accept and maintain an educational goal and task, plan its implementation, including in the internal plan, control and evaluate their actions, make appropriate adjustments to their implementation.

To form personal

· participation in projects;

· Summing up the results of the lesson;

· Creative tasks;

· Visual, motor, verbal perception of music;

· Mental reproduction of a picture, situation, video film;

· Self-assessment of events, incidents;

achievement diaries;

cognitive of universal educational actions, the following types of tasks are advisable:

· "Find the differences" (you can set their number);

· "What does it look like?";

· Search for excess;

· "Labyrinths";

· Ordering;

· "Chains";

· Ingenious decisions;

· Drawing up of support schemes;

· work with different kind tables;

· Drawing up and recognition of diagrams;

· Work with dictionaries;

For diagnosis and formation regulatory of universal educational actions, the following types of tasks are possible:

· "Deliberate mistakes";

· Search for information in the proposed sources;

· Mutual control;

· "Looking for mistakes"

· KONOP (quiz for a specific problem).

For diagnosis and formation communicative universal educational activities, you can offer the following types of tasks:

· Compose a task for your partner;

· Recall of a friend's work;

· Group work to compose a crossword puzzle;

• “guess who we are talking about”;

· Dialogue listening (formulation of questions for feedback);

· "Prepare a story ...", "describe orally ...", "explain ...", etc.

The following provision of the standard should draw attention to the teacher's activity in the formation of UUD.

“Primary education must guarantee“ a variety of individual educational trajectories and the individual development of each student (including gifted children and children with disabilities), ensuring the growth of creative potential, cognitive motives, enrichment of forms of educational cooperation and expansion of the zone of proximal development. "

Planned results for the formation of UUD

Personal results at different stages of learning

Classes

Evaluate situations and actions (value attitudes, moral orientation)

Explain the meaning of their assessments, motives, goals (personal self-reflection, the ability for self-development, motivation for learning, learning)

Self-determination in life values \u200b\u200b(in words) and act in accordance with them, being responsible for their actions (personal position, Russian and civil identity)

1-2 classes –

required level

Evaluate simple situations and unambiguous actions as "good" or "bad" from the position:

– generally accepted moral rules of philanthropy, respect for work, culture, etc. (values);

- the importance of playing the role of a "good student";

- the importance of a careful attitude to one's own health and the health of all living beings;

- the importance of distinguishing between “beautiful” and “ugly”.

Gradually understand that life is not like "fairy tales" and it is impossible to divide people into "good" and "bad"

THINKING

Explain why specific unambiguous actions can be assessed as "good" or "bad" ("wrong", "dangerous", "ugly") from the standpoint of well-known and generally accepted rules.

SELF-CONSCIOUSNESS

Explain to yourself:

- what own habits I like and dislike (personal qualities),

- what I do with pleasure and what not (motives),

- what I'm good at and what I'm not good at (results)

SELF-DETERMINATION

Be aware of yourself a valuable part of a wide diverse world (nature and society). Including:

explain what connects me:

- with my relatives, friends, classmates;

- with fellow countrymen, people;

- with your Motherland;

- with all people;

- with nature;

to feel a sense of pride for “their own” - relatives and friends.

ACTIONS

Choose an act in unequivocally assessed situations based on:

– known and simple generally accepted rules "Kind", "safe", "beautiful", "correct" behavior;

– empathy in joys and in troubles for "friends": relatives, friends, classmates;

– empathy feelings other not similar people on you responsiveness to troubles all living things.

Admit your bad deeds

3-4 classes -

required level

(for grades 1–2 this is an advanced level)

Evaluate simple situations and unambiguous actions as "good" or "bad" in terms of:

- common human values \u200b\u200b(incl. justice, freedom, democracy);

– russian civil values \u200b\u200b(important for all citizens of Russia);

- the importance of learning and learning new;

- the importance of respect for human health and to nature);

- needs for "Beautiful" and denial of "ugly».

To separate assessment of an act from the assessment of the person himself (actions are bad and good, but not people).

Celebrate actions and situations that cannot be unequivocally estimated how good or bad

THINKING

Explain why specific unambiguous actions can be assessed as "good" or "bad" ("wrong", "dangerous", "ugly"), from the position universal and russian civilvalues.

SELF-CONSCIOUSNESS

Explain to yourself:

- what is good in me and what is bad (personal qualities, character traits),

- what I want (goals, motives),

- what can I (results)

SELF-DETERMINATION:

Be aware of yourself a citizen of Russia, including:

explain what connects me with history, culture, the fate of your people and all of Russia,

feel proud for your people, your homeland, empathize with them in joys and troubles and show these feelings in good deeds.

Recognize yourself as a valuable part the many-sided world, including

respect a different opinion, history and culture of other peoples and countries,

do not allow their insults, ridicule.

Formulate the simplest rules of conductcommon to all people, all citizens of Russia (the foundations of universal and Russian values).

ACTIONS

To choose an action in uniquely assessed situations based on rules and ideas (values) important for:

- of all the people,

- their fellow countrymen, their people, their homeland, including for the sake of "their", but contrary to their own interests;

– respect by different people each other, their good neighborhood.

be responsible for them (take punishment)

Elevated level

3-4 classes

Evaluate, including ambiguous, acts as "good" or "bad", resolving moral contradictions on the basis of:

- general human values \u200b\u200band Russian values;

- the importance of education, a healthy lifestyle, the beauty of nature and creativity.

Predict evaluations of the same situations from the perspective of different people, differing in nationality, worldview, position in society, etc.

Learn to notice and acknowledge discrepancies between their actions and their stated positions, views, opinions

THINKING

Explain positive and negative evaluations, including ambiguous actions, from the perspective of human and Russian civil values.

Explain differences in grades the same situation, action by different people (including themselves), as representatives of different worldviews, different groups society.

SELF-CONSCIOUSNESS

Explain to yourself:

- some of their character traits;

- their individual immediate goals of self-development;

- their most notable achievements.

SELF-DETERMINATION

Consider yourself a citizen of Russia and a valuable part of the many-sided the changingthe world, including:

Defend (within your capabilities) humane, equal, civil democratic order and prevent their violation;

Search their position (Grades 7-9 - gradually exercise their civic and cultural choices) in diversity social and ideological positions, aesthetic and cultural preferences;

Strive to mutual understanding with representatives of other cultures, worldviews, peoples and countries, based on mutual interest and respect;

Carry out good deeds that are useful to other people, to your country, including abandoning some of your desires for them.

Work out in conflicting conflict situations rules of conduct that promote non-violent and equitable conflict resolution.

ACTIONS

Determine your action including in ambiguous situations, based:

- culture, people, worldview, to which you feel your involvement

- basic Russian civic values,

- universal, humanistic values, incl. values \u200b\u200bof peaceful good-neighborly relations of people different cultures, positions, worldviews

Admit your bad deeds and voluntarilybe responsible for them (accept punishment and self-punishment)

Regulatory universal learning activities at different stages of learning

Classes

Determine and formulate the purpose of the activity.

Draw up an action plan to solve the problem (task)

Take action to implement the plan

Correlate the result of your activities with the goal and evaluate it

1 class -

required level

Learn to determine the goal of activities in the lesson with the help of a teacher.

Pronounce the sequence of actions in the lesson.

Learn to express your guess (version)

Learn to work according to the proposed plan

Learn to jointly give an emotional assessment of the class's activities in the lesson.

Learning to distinguish a correctly completed task from an incorrect one

Grade 2 -

required level

(for class 1 - advanced level)

Determine the goal of educational activities with the help of a teacher and independently.

Learn with the teacher to identify and formulate the learning problem together with the teacher.

Learn to plan learning activities in the lesson.

Express your version, try to suggest a way to test it

Working according to the proposed plan, use the necessary tools (textbook, the simplest devices and tools)

Determine the success of your assignment in dialogue with the teacher

3-4 classes -

required level

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

Formulate lesson goals on your own after preliminary discussion.

Learn to detect and formulate a learning problem together with the teacher.

Draw up a plan for completing tasks, solving problems of a creative and exploratory nature, together with the teacher

Working according to the plan, check your actions against the goal and, if necessary, correct mistakes with the help of a teacher

In dialogue with the teacher, learn to develop assessment criteria and determine the degree of success in the performance of one's work and the work of everyone, based on the available criteria.

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

Elevated level

3-4 classes

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

Make a plan for the project with the teacher

Working according to the plan, use, along with basic and additional means (reference books, complex devices, ICT tools)

In dialogue with the teacher, improve the assessment criteria and use them in the course of assessment and self-assessment.

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

Cognitive universal learning activities at different stages of learning

Classes

Retrieve information.

Orient yourself in your knowledge system and realize the need for new knowledge. Make preliminary selection sources of information to search for new knowledge. Obtain new knowledge (information) from various sources and in different ways

Process information to obtain the desired result, including for creating a new product

Convert information from one form to another and choose the most convenient form for yourself

1 class -

required level

Distinguish the new from the already known with the help of a teacher.

To navigate in the textbook (on the spread, in the table of contents, in the dictionary).

Find answers to questions using a textbook, your life experience and information from the lesson

Draw conclusions as a result working together the whole class.

Compare and group items.

Find patterns in the arrangement of figures by the value of one feature.

Name a sequence of simple familiar actions, find a missed action in a familiar sequence

Retell small texts in detail, name their topic

Grade 2 -

required level

(for grade 1 is an advanced level)

Understand that additional information (knowledge) is needed to solve an educational problem in one step.

Understand the sources in which you can find the necessary information to solve the educational problem.

Find the necessary information both in the textbook and in the dictionaries and encyclopedias suggested by the teacher

Compare and group items on several grounds.

Find patterns in the arrangement of figures by the value of two or more features.

Give examples of the sequence of actions in everyday life, in fairy tales.

Distinguish statements from other sentences, provide examples of statements, identify true and false statements.

Observe and draw independent conclusions

Make a simple outline of a small narrative text

3-4 classes -

required level

(for grade 2 - this is an advanced level)

Assume independently what information is needed to solve a learning problem in one step.

Select the sources of information necessary for solving the educational problem among the dictionaries, encyclopedias, and reference books suggested by the teacher.

Extract information presented in various forms (text, table, diagram, illustration, etc.)

Compare and group facts and phenomena.

Assign objects to known concepts.

Determine the constituent parts of objects, as well as the composition of these constituent parts.

Determine the causes of phenomena, events. Draw conclusions based on the generalization of knowledge.

Solve tasks by analogy. Build similar patterns.

Create models highlighting the essential characteristics of an object and presenting them in a spatially graphic or sign-symbolic form

Present information in the form of text, tables, diagrams, including using ICT

Elevated level

3-4 classes

Assume independently what information is needed to solve a subject educational problem consisting of several steps.

To independently select the necessary dictionaries, encyclopedias, reference books, electronic disks for solving subject educational problems.

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

Analyze, compare, classify and generalize facts and phenomena. Identify the causes and effects of simple phenomena.

Write conclusions in the form of rules "if ... then ..."; for a given situation, make up short chains of rules "if ... then ...".

Transform models in order to identify the general laws that define a given subject area.

Use the information received in project activities under the guidance of a teacher-consultant

Present information in the form of tables, diagrams, reference notes, including using ICT.

Make a complex outline of the text.

Be able to convey content in a compressed, selective or expanded form

Communicative universal learning activities at different stages of learning

Classes

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required level

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3-4 classes -

required level

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Elevated level

3-4 classes

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