Formation of universal educational actions in the lessons of the Russian language. Formation of universal educational actions in the lessons of the Russian language Uud in teaching the Russian language
MOU "Horlivka secondary school"
MO - Skopinsky municipal district
Ryazan region
"Formation
communicative UUD
on the lessons
Russian language and literature "
Prepared
teacher of Russian language and literature
Tabolkina Tatiana Dmitrievna
2014-2015 account year.
In modern social life, great changes are taking place, which also affect school education. New types of final certification have been introduced - GIA and USE; Federal state educational standards for primary grades have been developed, tested and introduced. Federal state educational standards for the middle level have already been approved, an experiment is underway to introduce them.
It is no secret that the modern school has changed significantly over the past decades and today it continues to change rapidly, trying to keep up with the times. Today, it is important not so much to equip the student with a large amount of subject knowledge, but to form in him universal methods of action that will help him in further practical life. Instead of a simple transfer of knowledge, skills and abilities from teacher to student, the formation of students' ability to learn comes to the fore in school education. The student needs to master new forms in which it is required to analyze and process information. During adolescence, the leading activity is interpersonal communication. In this sense, the task of the elementary school "to teach the student to learn" is shaped into a new task for the basic school - "to teach the student to learn in communication."
The emphasis is on the system-activity approach, according to which knowledge is not transmitted in a finished form, but is obtained by the students themselves in the process of cognitive activity, when the teacher creates a problem situation, reveals inconsistency or lack of knowledge, and together with the children, the goal of the lesson is determined.
Throughout the entire course of study, the student must learn to set a task for himself - to teach himself. And in solving this problem, the main place is occupied by the formationuniversal learning actions (UUD). The quality of knowledge assimilation is determined precisely by the variety and nature of the types of universal actions. When a person does, he learns something new and moves along the path of his development. He expands the field of his capabilities, forges relationships that develop as a result of this activity. The academic subjects of the humanitarian cycle, in my opinion, especially the Russian language and literature, are most favorable for the formation of universal educational actions.
How to form a UUD? Can a child read a lecture or ask at home, or maybe let the parents do this?
At the present time, there are still many questions related to the technology of forming UUD, and the specific model of work is not fully understood.
But one thing is clear - the formation of UUD is impossible if the educational process is organized in the old-fashioned way. You cannot teach a child to communicate, learn, organize their activities.
"If you want to learn to jump, you have to jump." Also with universal learning activities. To learn to plan, you need to plan, and to learn to systematize information, you need to master the forms in which you need to analyze and process information.
Therefore, the implementation of educational standards of the second generation presupposes a new role of the teacher, as well as the use of "others" adequate to the requirements of technologies, forms, methods.
So, the role of the teacher is changing - now he is a tutor, an organizer of student development, who understands and knows how not only to give knowledge to the child. The teacher is the child's main assistant in mastering competencies, he walks alongside, creating conditions for development, and not only for mastering subject knowledge.
In a broad sense, the term "UUD" means the ability to learn, i.e. the ability of the subject for self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower sense, this term can be defined as a set of student's methods of action (as well as related learning skills) that ensure his ability to independently assimilate new knowledge and skills, including the organization of this process.
Requirements for the results of studying any subject include the formation of all types of universal educational actions: personal. communicative, cognitive and regulatory. In my speech, I would like to focus on communicative universal educational actions, because the issues of civilized communication, moral development, issues of personal education, human improvement concern society especially now, when we increasingly meet cruelty and violence.
Communicative UUD provide social competence and consideration of the position of other people, communication partners or activities; the ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive collaboration with peers and adults.
Communicative actions include:
planning educational collaboration with teacher and peers;
posing questions;
proactive cooperation in the search and collection of information;
conflict resolution;
decision making and its implementation;
the ability to express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication;
possession of monologue and dialogical forms of speech in accordance with the grammatical and syntactic norms of the native language;
The organization of joint work of students in a group, i.e. learning to communicate through communication.
Principles of the communicative orientation of training:
speech orientation (learning through communication);
functionality (performance of communicative tasks: children respond, perceive, remember, describe, characterize, explain);
situationality (role-based organization of the educational process);
novelty - the novelty of speech situations (change of the subject of communication, discussion problems, speech partner, communication conditions);
the principle is "incremental": from simple to complex.
personal orientation of communication (speech is always individual).
Compliance with these principles helps to create a communicative situation, i.e. favorable conditions for active communication. I try to build the educational process on teacher-student, student-student interaction. The form of interaction is democratic: joint thinking, bringing the educational process closer to real life situations, referring to the student's experience. My role as a teacher is to guide, help, support, develop an idea, discuss.
Group work, research work, work with text, the technique of drawing up a pivot table, diagrams, preparation of a report and writing an abstract, work in pairs, use of the paired form of control, independent work with educational literature, etc. - these are the active tools that are used on lessons of the Russian language for the formation of UUD. Having mastered the main types of UUD, students will learn to master all types of speech activity, build productive speech interaction with peers and adults, adequately perceive oral and written speech, express their point of view on a problem, put forward arguments, learn to argue, reason. extract the necessary information from various sources, apply information retrieval methods using computer tools, formulate the goal of the activity, etc. It will also help to solve the problem of low motivation of students for obtaining new knowledge, activity in educational activities and will help prepare high school students for the successful passing of the State Examination and Unified State Exam.
What are theCriteria for evaluating expected results formation of KUUD?
Translation of information from one sign system to another (from text to table, from audiovisual series to text, etc.), the choice of sign systems is adequate to the cognitive and communicative situation. Ability to fully substantiate judgments, give definitions, provide evidence (including by contradiction). Explanation of the studied provisions on self-selected specific examples.
Adequate perception of oral speech and the ability to convey the content of the listened text in a compressed or expanded form in accordance with the purpose of the educational task.
The choice of the type of reading in accordance with the goal (introductory, viewing, search, etc.).
Free work with texts of artistic, journalistic and official-business styles, understanding their specifics; adequate perception of the language of the media. Possession of text editing skills, creating your own text.
Conscious fluent reading of texts of various styles and genres, conducting information and semantic analysis of the text;
Possession of monologue and dialogical speech;
Possession of the main types of public speaking (statement, monologue, discussion, polemic), adherence to ethical norms and rules of dialogue (dispute).
Ability to enter into verbal communication, participate in a dialogue (understand the point of view of the interlocutor, recognize the right to a different opinion); creation of written utterances that adequately convey the heard and read information with a given degree of convolution (briefly, selectively, fully); drawing up a plan, theses, notes; giving examples, selecting arguments, formulating conclusions; reflection in oral or written form of the results of their activities.
Ability to paraphrase a thought (to explain "in other words"); selection and use of expressive means of language and sign systems (text, table, diagram, audiovisual series, etc.) in accordance with the communicative task, sphere and situation of communication.
Use of various sources of information for solving cognitive and communicative tasks, including encyclopedias, dictionaries, Internet resources and other databases.
Here are some
means of forming universal educational actions in the lessons of the Russian language.
1. Design and research activities.
This is an effective method for the formation of UUD, which presupposes a high degree of independence, initiative of students, forms the development of social skills of schoolchildren in the process of group interactions. In the process of preparing a project, students develop the entire spectrum of ELC: developing skills in working in a group, fostering tolerance, and fostering a culture of public speaking. It was found that in children involved in project activities, the educational motivation for learning in general is expressed higher, school anxiety is significantly reduced, which is important.
In Russian lessons, I use typical tasks aimed at developing communicative learning activities. For instance:
- “Work on your oral and written scientific speech. Prepare a coherent story on the topic: "What do I know about a noun." A plan will help you build your story. Remember, every thought you have must be confirmed by an example. "
- “Finish and write down sentences with direct speech. Let these be sentences where fairytale heroes address each other. "
I do not offer new material in finished form. I invite students to observe, compare, identify patterns and, on this basis, make their own discovery of something new. The game "Let's think about it" is also interesting. Pupils are asked to think about whose reasoning is correct, or the question is asked, "What do you think?"
For lessons, I choose a varied, interesting material: for example, working with tables, with diagrams, with a dictionary, crosswords, choosing the correct spelling and others.
2. Pair and group form of work.
“It is in a society with peers that a child can and dare to practice traditionally adult forms of behavior (control, assessment). In communication with peers, the need arises and there is always an opportunity to take the point of view of the other, to coordinate his actions with others, and due to this, to understand the other. " In this case, students also learn to look for information, communicate it to others, express their point of view, accept someone else's opinion, and create a product of joint work.
The use of the paired form of control allows us to solve one important problem: students, controlling each other, gradually learn to control themselves, become more attentive. This is explained by the fact that attention, being internal control, is formed on the basis of external control. Working in pairs or groups helps to organize communication, since each child has the opportunity to talk with an interested interlocutor, express his point of view, be able to negotiate in an atmosphere of trust and goodwill, freedom and mutual understanding, to be in co-creation of equal and different. Group support creates a sense of security, and even the most timid and anxious children overcome their fear.
Group work is based on the following basic rules:
1. Full attention to the classmate;
2. Serious attitude to thoughts, feelings of others: tolerance, friendliness; no one has the right to laugh at the mistakes of a classmate, since everyone has the "right to make a mistake."
All children took an active part in the discussion of these rules. The distribution of roles in groups is mandatory: organizer, secretary, speaker, etc.
The teacher's activity here is the organization of joint action of children both within one group and between groups: he directs students to jointly complete the assignment.
In addition to the tasks of the textbook and various workbooks for work in groups, you can offer many options for non-standard tasks that require joint decision-making, concentration of attention, and logical thinking. Here are some of them:
Linguistic guesses. Children must either restore the "primary source" (phrase, phraseological phrase, sentence) according to its individual details and features, or "guess" the word by its description (interpretation). Completing such tasks in many ways resembles the well-known game-task called "crossword" (without the usual filling of its cells with letters, although such a task is also possible).
The usefulness of such work is obvious: the vocabulary of students is enriched - by recognizing the meanings of new words and clarifying the meanings of already known words - and the grammatical structure of speech - when trying to express their thoughts using grammatical structures of a certain style of speech. The sense of language, the ability to understand the pictorial and expressive capabilities of linguistic units (play on words as a means of creating an image and comic effect) is developing and improving. All this, in turn, contributes to the development of the creative capabilities of the students themselves, often causing the desire to create their own works by analogy (fairy tales, riddles, crosswords).
Of the non-standard tasks of this group, the following can be noted:
guessing words by interpretation (including figurative) or by a common feature;
decoding of proverbs, sayings, phraseological phrases according to individual characteristics;
solving riddles (including linguistic ones);
games-tasks "I have conceived a word", "Question - answer", etc.
Exercise 1. Guess the word by its description. Explain how you did it.
The "eye" of the car. "Fresh frozen" rain. The "word" of the traffic controller. "Architectural structure" of bees. Relative or godfather. A hat with a leg. Forest drummer. Dog's joy. A dachshund, not a dog. An eagle, not a bird.
Task 2. What proverbs, sayings, tongue twisters are encrypted here? Write them down. Explain the meaning.
1. Don't be a sparrow. 2. In the yard, on the grass. 3. A product that cannot be spoiled with oil. 4. She is worse than bondage. 5. Soup cooked by Demian. 6. A miller who works for weeks.
Linguistic "why".
I use these questions to activate the thinking activity of students. By answering questions, making a kind of small “discoveries” in the field of linguistics, schoolchildren are convinced of the practical meaning of knowledge of the Russian language, the academic subject itself opens up for them in a new way. Behind the outward simplicity (sometimes even frivolity of the wording) of the questions lies a serious linguistic content: students must explain the linguistic facts in "scientific language." Thus, when performing these tasks, the main thing is not the identification of linguistic facts, but their explanation, that is, the skills and abilities of constructing a coherent statement in a scientific style are formed.
The tasks of this group include:
issues of a problematic nature (choosing one option from several, distinguishing between two correct options, comparing options);
questions of an entertaining nature (they are based on an extra-linguistic situation: questions-jokes, questions-riddles, “unexpected” or “children's” questions).
Exercise 1. Formulate a detailed, coherent answer to the question.
1. Why, when you look at a scene through binoculars, you not only see better, but also hear and understand better?
2. Why did a foreigner studying Russian mistook the smithy for the wife of a blacksmith, and a grasshopper for their son?
3. Why are both spellings correct in the given word pairs? What is the difference?
Knock - knock. Grow up - grow up. In the song of the birds - in the song of the birds. In the "Song of the Falcon" - in the "Song of the prophetic Oleg".
Task 2. Give answers to joke questions. How can you check if they are correct?
1. What pet likes to look at the new gate? 2. In what city does the uncle live if there is an elder in the garden? 5. What kind of hat cannot be worn on your head? 6. What should not be sprinkled on the wound? (Based on materials from the Moskovsky Komsomolets newspaper.)
Micro-research.
Tasks of this type imply the formation of students' research skills (at a level accessible for a certain age): to work with popular science literature and reference books; analyze language units; formulate conclusions; compose a text (message, abstract, report). An unconventional approach manifests itself in the unusual formulation of the topic, in the entertaining nature of the research. Here, as in the previous type of assignments, there is a serious linguistic content behind the external simplicity of the form. The tasks are designed for a high level of development and training of schoolchildren, but they can always be transformed taking into account the specific learning conditions.
The most typical are the following:
a detailed answer to a problematic question or an unusually formulated question (based on a comparison of at first glance incomparable facts);
an essay on a linguistic topic (in a serious or entertaining form);
investigation of the issue in the form of a business or role-playing game (dramatization, fairy tale, journey, detective story).
Exercise 1. Prepare a detailed research answer to one of the questions. The dictionaries and the following sources will help you do this (in each case, they are recommended by the teacher). Do not forget to illustrate scientific points and conclusions with specific examples.
3. Are the words chunk, snack, bite, temptation, art, skillful? 4. Are the words: wasp, axis, aspen, donkey, base, skeleton, island, acute? 5. Is it true that the above words can be different parts of speech: evil, good, oven, know, mine, bark, glue, three?
Task 2. Write an essay on one of the topics (in the form of a report, abstract, fairy tale, detective story, etc. - depending on the wording of the topic).
1. A wizard named Yot. (Options: "The Adventures of Iota", "Where is the Invisible Man hiding?"
3. Familiar strangers (about borrowed words).
4. What should I call you now? (About the transition of words from one part of speech to another.) 5. History of words in the history of the city (about toponyms).
6. Missing letter (detective investigation).
Backfill tasks
A non-standard approach to this type of assignment concerns the nature of didactic material and consists in the maximum complication of its content, its constituent linguistic units (greater saturation with homogeneous spelling, punctogram, lexical and grammatical phenomena than in traditionally selected material). Thus, while remaining familiar in the form of execution, the non-standard tasks of this group expand the teacher's capabilities in implementing a differentiated approach to students in the process of teaching the Russian language (the degree of complication of the material will depend on the level of training of students and the stage of work on it). For students, such work is useful in the sense that it allows them to improve their self-control skills.
Non-standard tasks of this type include:
dictations "for filling";
editing sentences and texts as saturated as possible with the same type of elements (speech errors, inappropriate words and constructions);
selection of the same type of linguistic units (synonyms, related words, etc.) to the given one - according to the principle “who is more?”;
exercises with a selective answer (choosing the correct option from several proposed ones or excluding a phenomenon from the series on the basis of the “extra third” principle).
Exercise 1. "Subject" (terminological) dictations. Write down the dictated phrases in one word.
Linguistic dictation
The science of language. Graphic designation of sound in writing. The part of the word before the root. Definition expressed by a noun. Water, from water to water ... Blue sky, look at the sky, look into the distance ...
Literary dictation
Artistic exaggeration. The structure of a work of art. A short dictum. The highest point in the development of actions. Literary theft.
Use of synonyms in speech
Exercise 1. In an excerpt from "Dead Souls" by N. V. Gogol, select the verbs, select from among them those that are synonymous with the words "talk", "speak", "say". Write down these synonymous series and add new words to them (see note).
Whatever the conversation was about, Chichikov always knew how to support him: whether it was a horse factory, he was talking about a horse factory; whether they talked about good dogs, he gave very sensible remarks here too; whether he was interpreted with regard to the investigation carried out by the treasury chamber, he showed that he was not unaware of the judicial tricks; was there any reasoning about the billiard game - and in the billiard game he did not miss; whether they talked about virtue - and he reasoned about virtue very well, even with tears in his eyes; about making hot wine - and in hot wine he knew the good; about customs overseers and officials - and he judged them as if he himself were an official and an overseer.
Note. "Dictionary of synonyms of the Russian language" ZE Alexandrova gives such synonyms.
I. Conversation - to have a conversation, to talk, to have a conversation, to speak, to exchange (or exchange) words; interpret (colloquial), chatter (colloquial), chatter, scribble (simple), talk.
II. To speak - 1) to express, to express (mouth), too much: to rant (colloquial), to go broke (simple), a lot and eloquently: to orate (colloquial iron.), To flirt (mouth. Book., Now iron.) , pour over (or overflow) with a nightingale (joking); 2) utter, utter, broadcast (mouth, now joking. And iron.), Casually: notice, drop, throw, interrupting someone else's speech: insert, screw in (colloquial), something unexpected or inappropriate: let go (colloquial. ), split off, bend, give out (simple); nonsense: fence, grind, carry, weave (simple).
III. To say - 1. to express; express yourself (mouth); 2. to pronounce, to speak; utter (colloquial); say, say (mouth); utter, proclaim (mouth, now joking and ironic); to talk, to talk (folk poet.), casually: to notice, to throw, to utter, to drop, to drop; mutter (colloquial), interrupting someone else's speech: insert, screw in (colloquial), usually unexpectedly and quickly: blurt out (colloquial), something unexpected or inappropriate: let go, blurt out, blurt out, plump (colloquial), chop off, soak, freeze, say, bend, give out, go crazy (simple).
Exercise 3. Find synonyms for the following words (see synonym dictionaries for help).
Fragrance, poor, stupid, do, think, eat, cruel, dwelling, why, short, dexterous, a lot, new, frankly, enchant, very much, become famous, ask for, smart, walk, enthusiasm, clear.
Exercise 4. Give a stylistic assessment of the use of the highlighted words, comparing them with possible synonyms.
1. Eugene is waiting: here is Lensky riding a troika of stunted horses: let's have dinner as soon as possible. 2. Winter! .. The peasant, triumphant, renews the path on the logs; his horse, sensing the snow, trudges at a trot somehow. 3. Where are you galloping, proud horse, and where will you lower your hooves? 4. A bearded postilion sits on a skinny and shaggy nag. The servants came running at the gate to say goodbye to the bars ... 5. Quieter, sir, quieter for God's sake! My damned nag can't keep up with your long-legged demon. 6. Let's see what your strength is. See, there is a gray mare? Raise the mare, so carry her half a mile. 7. “Prepare for battle,” Dubrovsky said. 8. The fighters closed, flew to meet the army with a daring, came together - and the battle began. 9. Orlov! I will stand under the banners of your warlike retinues: in tents, in the midst of the battle, amidst fires with a sword and a battle lyre, I will cut myself before you and sing the glory of your blows! 10. A sudden cry of battle burst out; the heart of the people of Kiev was confused.
Use of antonyms in speech
Exercise 1. Determine the stylistic functions of antonyms and words that receive the opposite meaning in the context.
1. My faithful friend! my enemy is insidious! my king! my slave! native language! 2. I threw everything past into dust: my heaven, my hell in your eyes. 3. Instantly the young heart burns and goes out. In him, love passes and comes again. 4. And his head, following him, like a madman, laughs, thunders: “Ay, knight, ay, hero! Where are you going? hush, hush, stop! " 5. And the love of the gypsy was, in short, your terrible caresses. 6. Russia - Sphinx. Rejoicing and grieving, and pouring black blood, she looks, looks at you, both with hatred and with love. 7. I saw: the young willow languished, leaning into the lake, and the girl, weaving wreaths, sang all the time, crying and laughing. 8. After all, the same fiery yolk that disappeared overboard, it is to one now - the East, to the other - the West. 9. I am a nightingale: I have no tendencies and no special depth ... But be it elders or babies. They will understand me, the singer of spring. 10. She was not good, not ugly.
Brainstorm used to stimulate children to speak about a topic or question. A group of students discusses the problem for several minutes, formulates a collective opinion, delegates one participant to present it to the class. Expressing ideas or opinions should be done without any evaluation or discussion of these ideas. Ideas are captured on the board by the teacher or a specially selected student, and the brainstorming process continues until the ideas run out or the time allotted for brainstorming runs out.
So in the 5th grade, when studying introductory topics, you can organize a brainstorming session on the question "Why does a person need speech?"
Group survey is carried out to repeat and consolidate the material after the completion of a certain section of the program. During the group interview, the consultant asks each member of his group according to a list of questions. In this case, the student's answers are commented, supplemented and jointly evaluated by all members of the group. The list of questions for this lesson is made by the teacher. The survey is conducted in all groups at the same time. The conversation takes place in an undertone so as not to interfere with each other. In addition to the high intensity of the group survey, which allows to reveal the knowledge of all students without exception during the lesson, this form of organizing collective activity helps to instill in schoolchildren a sense of mutual exactingness, independence and responsibility for their studies.
For example, in the 7th grade, a test on the topic “Real and Passive Communions; ways of their formation and suffixes; participle turnover ”I spent in groups. I prepared the following for the test:
What is called a sacrament?
What are the morphological signs of the participles.
What is the syntactic role of participles (full and short)?
How do full and short participles change?
What is the difference between real and passive participles?
How are the sacraments formed?
What spelling and in what way should be checked in different groups of participles?
What is a participle and when is it separated by commas in a letter?
From which verbs can only valid past participles be formed?
What are the least participles in Russian and why?
From which verbs can only valid present and past participles be formed?
2. To organize a group survey, I formed two groups, because the class is small (the group is recruited according to the principle of combining schoolchildren of different levels of learning, student compatibility, which allows them to mutually complement and enrich each other; the composition of the group is inconstant, exceptions are groups that work together and learned to help each other by actively communicating), identified two people (consultants) who will act as a teacher's assistant during the lesson. The questions for the test were discussed with the students, printed out and given a few days before the test. She suggested that the students prepare in pairs (with a consultant), reminded them of their responsibility to each other. The day before the test, I held a consultation for my assistants on the survey methodology, the norms of marks for oral answers and written work. She showed how to draw up grade sheets.
FI student
Self-esteem
Group assessment
Teacher assessment
In the knowledge control lesson, each student in the group answered 2-3 questions, others could supplement the friend's answer, after which the answers were compared with the standard prepared by the teacher. Subsequently, the standard can be prepared by consultants. The answers were assessed by the student himself, discussed by the group. The teacher who observed the discussion process also graded the work. The final becomes the arithmetic mean of three assessments. These forms of work allow teachingcontrol and self-control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard (regulatory ECD).
It is interesting and useful to conduct on the eve of the final dictation on the studied topicgroup work on bugs.I invite students to make an analysis at home of their mistakes made in notebooks while studying the topic. The analysis is based on already done work on errors. Having gathered in a group at a lesson, the guys exchange their work, classify common mistakes, remember spelling. Then a representative of the group speaks to the class. The conclusions of the group are recorded on the board. The teacher organizes the generalization, you can compose or recall an algorithm of actions to prevent such errors. Then a practical task is given (one for all groups or different, depending on the nature of the mistakes), which is performed and evaluated in groups. Such work not only teaches students to plan educational cooperation (communicative ECD), but also forms the ability to anticipate the results of their actions and possible mistakes (regulatory ECD).
Public defense The results of the group's work on a creative educational assignment can be used, for example, in the lesson of studying the topic "Adjective name" in grade 5. During the travel lesson "Collecting a spring bouquet" I asked the groups to make 7-8 word combinations "noun + adj" in different cases, where nouns should name spring flowers. In the "weak" class, you can suggest these nouns at once: lily of the valley, tulip, violet, woods, coltsfoot, forget-me-nots, sleep-grass, hyacinth, daffodil. After that, it is necessary to prove the correctness of the spelling of the unstressed endings of the adjectives. Each group, having collected their bouquet, presents the results of the work in front of the class. It is discussed which phrases are the most successful. Suggestions are drawn up and recorded with them. In the same lesson, you can invite groups to write out adjectives (group 1), nouns (group 2) from a small legend about a narcissist, fill out a table on the board and identify the differences between parts of speech (group 3). In the 7th grade, I propose a similar work when generalizing the topic of "Communions and participles". I invite two groups to fill out one column of the comparison table and present the results of their work with examples from the exercise in the textbook.
Participial
Participial turnover
1.What word in the sentence does it refer to?
2. Which member of the sentence is (syntactic role)?
3. How does it stand out in writing with punctuation marks?
The use of this form of group work contributes to the formation of a whole range of cognitive (analysis, synthesis, comparison, generalization, analogy, classification, summing up the concept, structuring knowledge); regulatory (control, correction, assessment), communicative (the ability to fully and accurately express one's thoughts, mastering monologue and dialogical speech, organizing educational cooperation) UUD.
Approach with the abbreviated name "saw" I use it to work on educational material, which is divided into semantic blocks. Each member of the group studies the material on their own question. Then the guys studying the same question, but being in different groups, meet and exchange information as experts on this issue. This is called an “expert meeting”. Then they return to their groups and teach everything new that they have learned from other members of the group. Those report their part of the task (like the teeth of one saw). The only way to master all the material is to listen carefully to your teammates and take notes in notebooks. Students are interested in their peers to fulfill their task conscientiously, because this may affect their final grade. At the final stage, the teacher can ask any student of the team to answer any question on this topic..
Currently, the method of jointwork of students in pairs of shift composition on cards.Using this technique, cards are prepared and in each card there are two similar tasks.
The methodology for working together in pairs on the questionnaire is quite simple. One student asks questions, the other answers. Usually, the questioner is a more prepared and already tested student, although this is not necessary. If there are any difficulties with the answer, the verifier gives the answer, but after that they check the answers together according to the textbook, looking, if necessary, examples that prove the rule. Gaming technologies are considered to be an effective way of forming communicative competence in literature lessons in the middle level. Games keep you busy and structured. A well-thought-out game captures the whole person. It is the unity of thoughts, feelings and movement. The game is attractive to any person of any age and has enormous educational, developmental, and personality-improving capabilities.
3. Educational cooperation.
I widely use this technology when forming UUD. Children help each other, exercise mutual control, mutual assistance. Needless to say, the students themselves are very fond of it. To learn to teach oneself, a student needs to work in the position of a teacher in relation to another (I try to teach others) or to oneself (I teach myself).
The teacher and the child communicate in a collaborative manner;
This also includes cooperation of different ages, which assumes that younger adolescents are given, for example, the role of a teacher in grades 1-2. In my practice, this takes place: last year, fifth-graders developed and conducted two lessons of literary reading in grade 5, a lesson-presentation for children from kindergarten "How to save a Christmas tree."
4. Technology of communicative mutual learning.
It is closely related to educational cooperation, where each student can independently and collectively assimilate new knowledge, form skills and competencies, which coincides with the concept of UUD.
This forms an adequate motivation for the student, develops the arbitrariness of perception, attention, memory, imagination.
The organization of the educational process using this technology allows:
a) expand the content of education and adapt it to the individual cognitive needs of students without increasing the teaching load;
b) reduce fatigue by switching to different activities;
c) to form in children the ability to independently organize educational work, the ability to research activities, to develop communicative competencies;
d) contribute to the development of the student's interests and inclinations, which in the future will become the basis for self-determination in life.
5.Discussion as a technology of UUD formation.
In my lessons, I often use this type of activity. This is a dialogue of students not only verbally, but also in writing. At a certain stage, a written discussion can become an effective means of working with one's own and someone else's points of view. The most convenient time for this is the main link of the school (grades 5-8), this will give an opportunity to speak out to everyone, even those children who, due to their insecurity, shyness, slow pace of activity, preferring to listen than to speak, do not participate in oral discussions , as well as an additional opportunity to concentrate.
We all use information and communication technologies in our lessons, which fully contributes to the development of communication activities.
6.Use of ICT.
In my practice, at the moment, worked out forms of work with the following types of Internet resources:
1. Materials of the Unified collection of digital educational resources. http://school-collection.edu.ru/
2. Presentations available on educational sites. (Specified in the presentation)
The resources of the Unified Collection of Digital Educational Resources are video clips, literary references, illustrations, reproductions of paintings, sound bites, interactive tasks.
The following options for research assignments are assumed here:
- create an information project based on the materials of the CRC (this task forms students' skills in finding, processing, classifying, systematizing and presenting information);
- to solve the problem posed by referring to sources that go beyond the school curriculum (the implementation of interdisciplinary knowledge, the formation of the ability to look at the world critically, multifacetedly);
- to investigate the lexical and semantic field of the word, using electronic etymological, explanatory and other dictionaries, to draw a conclusion about the correctness of the use of this word in modern society.
Turning to the materials of educational portals gives schoolchildren ample opportunities to obtain meta-subject knowledge, to find interesting information.
I suggest the following uses for this type of resource using research assignments:
- find errors in the presented presentation and modify it by changing (the topic of the research, the aspect of considering the problem,
- on the basis of the analyzed presentation, formulate the subject and object of research; identify the logic of slide layout;
- Compare the two presentations on the same topic and evaluate the completeness of the research presented by each.
Formation of communicative UUD at literature lessons.
1. Theatralization. A special place in the formation of UUD in literature lessons I would like to assign theatricalization as one of the forms of group activities of students. Fifth-graders, for example, are happy to stage the fables of A.I. Krylova, independently create sets and costumes. On the occasion of Nikolai Gogol's 200th birthday, the children expressed their desire to stage episodes from "Evenings on a Farm near Dikanka" with pleasure. This is really an example of communicative actions.
2. Work with text... Undoubtedly, the work with the text plays the most important role in the formation of communicative UUD in the literature lesson. Reading is considered to be the foundation of all education. Full reading is a complex and multifaceted process that involves solving such cognitive and communicative tasks as understanding (general, complete and critical), searching for specific information, self-control, restoring a wide context, interpretation, commenting on the text and much more. Such mechanisms as perception, recognition, comparison, understanding, comprehension, anticipation, reflection, etc. are involved in the activity of reading.
I will highlight several techniques for working with text.
1. The technique of drawing up a plan allows you to deeply comprehend and understand the text. To build a plan, it is advisable, as you read, to consistently ask yourself the question "What is being said here?"
2. Acceptance of drawing up a graph-scheme. A graph diagram is a way to model the logical structure of a text. There are two types of graph-schemes - linear and branched. The means of graphic representation are abstract geometric shapes (rectangles, squares, ovals, circles, etc.), symbolic images and drawings and their connections (lines, arrows, etc.). The graph-scheme differs from the plan in that it clearly reflects the connections and relationships between the elements.
3. Reception of thesis is the formulation of the main theses, provisions and conclusions of the text.
4. Reception of drawing up a pivot table - allows you to summarize and systematize educational information.
5. The method of commenting is the basis for comprehending and understanding the text and is an independent reasoning, inference and conclusions about the text read.
it is advisable to use techniques aimed at comprehending the content of the text: "Reading with stops", "Reading with notes", "Composing a cluster, syncwine", again for a variety of control of students' knowledge of fiction texts. For example, when studying the poem by Alexander Pushkin "Ruslan and Lyudmila", I play this game (frontally). In the center of the blackboard I draw a silhouette of a book, in the middle I write the name of the poem, I draw arrows that move away from the drawing, students must fill in the arrows with words from the poem, others explain. In what episode does this or that word occur? For example, the words: "hat, sword, mermaid, cave, ring, valiant, finn, Naina, etc."
"Clustering" is a special graphical organization of the material that allows you to systematize and structure the existing knowledge. In the center, a key word is written and arrows-rays radiate from it, showing the semantic fields of a particular concept.
Children love this kind of work. She activates the work of the children in the lesson, makes them read the text more attentively, participate in the conversation, in the discussion. So, for example, studying the story of I.S. Turgenev "Mumu", having analyzed the image of Gerasim, made up the following syncwine:
Gerasim
Kind, hardworking
Cares, loves, works
Should not suffer because of the cruelty of the people
Person
3. Pair and group work. Features of group work of students in a literature lesson:
The class in this lesson is divided into groups for solving specific educational problems;
Each group receives a specific task (either the same or differentiated) and performs it together under the direct supervision of the group leader or teacher;
Tasks in the group are carried out in such a way that allows you to take into account and evaluate the individual contribution of each member of the group;
The composition of the group is not permanent, it is selected taking into account that the educational capabilities of each member of the group can be realized with maximum efficiency for the team, depending on the content and nature of the work ahead.
The opportunity to use several forms of teaching - group, pair and individual - allowed me to creatively approach the preparation of educational situations in a literature lesson.
An educational situation is such a special unit of the educational process in which, with the help of a teacher, children discover the object of their action, explore it by performing various educational actions, transform it, for example, reformulate it, or offer their own description, etc., partially remember it.
For example, when studying the story of N.V. Gogol's "Enchanted Place" in grade 5, on the topic "Reality and Fantasy in the Story", the class is divided into four microgroups. Preliminary instructions are given on the rules for working in groups. Assignments are given to each group, with questions to analyze the episode.
1. "Arrival of the Chumaks" (boundaries are indicated)
2. "Grandfather dances in an enchanted place"
3. "Grandfather digs the treasure"
4. "Grandfather returns with treasure"
Format the results in the form of a table.
group
reality
fantasy
The first
The second
The third
Fourth
After completing the assignment, the results of the work of the groups are heard, and a general opinion is developed that there are more keywords in the "Science Fiction" column, therefore, this is a fabulous work.
In the course of joint work, the skills of working with different sources of information (dictionary of dialects, the Internet), the ability to identify, compare, and generalize material are improved.
2. When preparing a generalizing lesson based on N.V. Gogol's story "The Night Before Christmas" on the topic "The artistic originality of Gogol's story", I preliminarily form groups of literary scholars, historians, actors, readers and give assignments:
Literary critics - topics of speeches:
"Fairy tale and real life in the story"
"Means for creating humor in the story"
"Lyrical beginning in Gogol's story"
Each group also prepares cards with keywords, terms for filling out the summary table:
Fairy tale and life
Humor
Artistic medium
Story
Fantasy
Reality
Wonders
Everyday life
Legend
Heroes
episodes
Funny characters
Funny situations
Heroes' speech
Landscape
Epithets
Metaphors
Comparisons
Catherine II
Prince Potemkin
Cossacks
For a student interested in history, I propose to prepare a speech "Real Historical Persons in the Story." (Presentation: portraits, brief history)
"Actors" are preparing a staging of the episodes "Oksana in front of the mirror", "Oksana and Vakula", "Performance on behalf of the hero" - Chub.
“Readers” prepare questions about the story to ask the speakers and each other during the lesson.
I offer the method "Window to the poet's world of poetry" in the 5th grade when studying the topic "Image of the Motherland in landscape lyrics. Poetic images, moods and pictures about poetry about nature. " I propose to the guys to unite in groups. Each group chooses a poem by F.I. Tyutchev. And there are 5 questions attached to it.
Group 1 "Winter is angry for a reason"
2 group "Spring waters"
Group 3 "How cheerful the roar of summer storms ..."
4 group "Is in the autumn of the original .."
After discussion in groups, the children write down the artistic features in the table.
Verb vocabulary
Words of color and sound
Polysyllabic words
Nouns
Adjectives
Verbs (which words are more)
As a result, a conclusion is made about the artistic originality of Tyutchev's poetry.
As a result, they go to homework
Draw an illustration for the poem so as to most accurately convey its atmosphere.
I used a similar technique (“opening a window to the creative world”) in preparing and conducting the lesson “He breathed life with nature alone” on the analysis of M.M. Prishvin's lyrical miniatures:
1.spring first greens
2.spring live
3.spring light
4.spring water
Each group received the text of the corresponding miniature and the task card.
An example of such a card for analyzing a miniature "Conversation of Trees":
Is there an introduction?
What is the peculiarity of the composition? (How many parts? How are they connected?)
What artistic means help the artist to create a picture?
What interesting images did Prishvin create in this miniature?
What is the secret of the tree conversation discovered by Prishvin?
All these tasks require a very specific atmosphere of the lesson: an atmosphere of discussion, argument, reasoning, proof, joint search for truth.
4. Play activities. In order to help maintain your child's physical and mental health, you do not need to organize anything incredible. It is enough to organize an educational and cognitive game. In the lesson, group games are more attractive, because they realize their desire for joint search, they allow them to perform actions in favorable conditions - and not in public, and not alone, - they activate the emotional, mental, contact mood.
The game develops the most important social skills and abilities: empathy, cooperation, conflict resolution through cooperation. Teaches a person to see the situation through the eyes of another.
The use of game techniques in teaching allows the teacher to use the remaining lesson time much more intensively and with greater effectiveness of the students' learning output.
In order to form communicative competencies for more effective assimilation of material when studying in the 6th grade the story of A.S. Pushkin's "Young Lady-Peasant" I use the following games:
SITUATION GAMES
The purpose
To develop the ability to enter into a conversation, exchange feelings, experiences, emotionally and meaningfully express your thoughts, using facial expressions and pantomime.
Students are invited to act out a number of situations:
1) Liza's father found out about his daughter's tricks (dressing up) as a peasant woman;
2) Lisa's maid tells the courtyards about the young lady's tricks;
3) you are a writer passing by the estate and learning this story: tell us how you found out about it and how you liked it.
IMAGES OF THE HERO OF THE STORY
The purpose
Develop the ability to use non-verbal communication.
Students are invited to portray, using gestures, facial expressions of the hero of the story. The rest must recognize the hero and name him.
COMMUNICATIVE EXERCISE "ZOMBIE"
The purpose
The group work procedure is aimed at developing the ability to talk a person.
The presenter puts a chair a little to the side, the rest are arranged in a semicircle. A volunteer is called who will sit on a chair and thus fulfill the role of a "zombie". The facilitator hands him a card with three statements written on it. For instance:
1. Lisa was pretty sweet.
2. Lisa's governess was angry with her pupil.
3. Lisa's father loved hunting.
The task of the rest of the participants is to find out the content of this card with the help of questions. At the same time, the presenter asks the “zombies” to answer “as sincerely as possible,” that is, relying on “overvalued judgments”, but at the same time trying to keep the contents of the card as secret as possible.
When one of the participants guesses one of the judgments, the presenter raises his hand and says: “The first is. There are two left. " If the participants cannot get to the bottom of the "overvalued judgments" for a long time, the presenter asks the "zombies" for a little help.
PRESS CONFERENCE
The purpose
All students of the class participate in a press conference on the theme "Young lady-peasant". There are three guests among the participants: one is a "writer", the second is a director who has decided to make a film, and the third is an actor who will play in the film. Students ask guests questions, students answer them.
UNDERSTAND ME
The purpose
To develop the ability to politely answer the questions of the interlocutors, to formulate the answer briefly and correctly; to form speech skills.
The student who has prepared in advance reads excerpts from the works that students have gone through in previous lessons. Students must guess from which work a given passage is.
MASK
The purpose
Develop the ability to analyze what was heard.
All participants sit in a circle. The teacher distributes cards. Students take turns putting on a mask and reading on behalf of a hero in the story. Students must guess who is behind the mask.
THREE APPENDICES
The purpose
Develop the ability to analyze the material covered.
Students must prepare three adjectives each characterizing the heroes of the story. For these adjectives, students must guess the hero.
10 WAYS
The purpose
Develop the ability to analyze the material covered, develop the ability to concisely and correctly formulate an answer; to form speech skills.
Students should come up with 10 ways to solve the problem:
1) reconcile two warring families;
2) see a young master.
PARROT VERBAL EXERCISE
The purpose
The exercise is designed to develop coherent, clear speech, the ability to think consistently and logically.
It can be used both individually and in the process of group work.
The teacher reads 2-3 sentences from the text; one student repeats after the teacher, everything that he remembered, the second student repeats the same thing, the third ... Who will more accurately convey the content of what the teacher said.
COMMUNICATIVE EXERCISE "ANTINOMY"
The purpose
Show the importance of the ability to reason logically, develop language literacy, show the tricks used by clever speakers in order to prove that "white is black."
The facilitator invites the training participants to come up with their own antinomies. They may not be as profound as those of Kant, one can offer quite everyday paradoxes. The main thing is that both statements at least seem to be true.
The participants come up with antinomies - statements that contradict each other, and at the same time both are true on the topic “Heroes of the story by A.S. Pushkin ".
For instance:
1) Lisa was frivolous, so she went into the forest alone;
2) Lisa was smart, resourceful. She wanted to see the master and figured out how to do it.
Participants freely express their antinomies. The presenter and other participants listen carefully to the "speaker". For clarity, it is advisable to write down the antinomy on a blackboard or depict it somehow schematically, in the form of a drawing. The moderator arranges a survey of other participants:
The main tasks of the facilitator during the exercise:
– help participants express their thoughts logically, harmoniously,
– to draw the attention of the participants to all sorts of tricks in the reasoning.
COMMUNICATIVE EXERCISE "KEY WORDS"
The purpose
The procedure of group psychological training is aimed at developing the ability to summarize the main content of another person's speech, to find points at which a communicative situation can be developed.
The host calls up one volunteer. He has to tell a small episode from the text. It is desirable that this episode contains some kind of problem. The student comes up with a story. The rest of the participants listen to him attentively. If the volunteer gets confused, does not know how to continue the story, the presenter helps him in a gentle manner.
After the end of the story, the moderator invites the participants to analyze the story and highlight seven key words (concepts) in it:
– these keywords should reflect the most characteristic moments of the story;
– keywords should reflect the problem;
– you can use combinations of two or three words, if you cannot limit yourself to one, and this will be considered one key concept.
The list of keywords is compiled by the participants in the game together. The author of the story himself does not take part in the discussion. If more than seven keywords are typed, you need to filter out the extra ones. In this case, some can be combined.
When the list is completed, there is a transition to another volunteer and his story. It is advisable to repeat this several times.
At the end, a discussion is held in which the moderator, together with the participants, considers situations in which this ability to highlight key words in the interlocutor's speech can help. The facilitator draws the attention of the participants to the fact that each key word is a point at which the dialogue can be developed in some special direction. Sometimes the interlocutor deliberately, deliberately throws up these keywords. Sometimes he does it unconsciously. Sometimes even against my will.
As a result of two years of work on the development of communicative ECDs in my lessons, students learned to look for patterns, reason by analogy, which undoubtedly increased the motivation for learning, children began to read more, learned to more or less control their results, learned to cooperate, independently find answers to questions by means of logical reasoning, feeling responsible for the behavior and actions of oneself and others.
The system of work on the formation of communicative UUD allows you to activate the creative activity of students, develop an active life position, form a creative personality, develops the creative, research abilities of students, increases their activity; promotes a more meaningful study of the material, the acquisition of skills of self-organization, increases interest in the subject.
1. Teach your child to express their thoughts. As he answers a question, ask him leading questions.
2. Do not be afraid of "non-standard lessons", try different types of games, discussions and group work to master the material.
3. Make up an algorithm for retelling the text, material for the students.
4. When organizing group work, remind the children of the rules of discussion and conversation.
5. Teach your child to ask clarifying questions about the material, to ask again, to clarify.
6. Study and take into account the life experience of students, their interests, developmental features.
Jan Amos Comenius wrote that to teach correctly does not mean to drive some useful information into the head, but to “reveal the ability to understand things, so that it is from this ability, as if from a living source, that rivulets flow”, rivulets of living thought. Indeed, we do not drive knowledge into the heads of children, but try to awaken the student, reveal his personality, involve him in thought, cognitive activity, and form his competence. And for this there is only one means - interest through the content of the educational material, through unusual forms of lessons, through the approximation of the studied material to the life of the student. And the formed communicative UUD will undoubtedly help in this.
The formation of communicative universal learning activities is an integral part of language education at school.
Linguistic competence implies knowledge of the language itself, its structure and functioning, language norms, including spelling and punctuation.
It is the linguistic and communicative competencies that contribute to the formation of the skills and abilities of verbal communication. And for this, it is necessary to create conditions for verbal communication at each lesson. Speech activity is formed in all its types - reading, speaking, writing, listening. “Teach communication by communication” - without these conditions there is no lesson.
In my opinion, it is the formation of communicative UUD in Russian language lessons that creates the conditions for the development of an intellectual, creatively gifted, moral personality capable of communicating in any cultural space. Without the development of communicative competence, there can be no competitive, tolerant personality, because, starting from the middle level, from simple (language analysis of the text) and ending in high school with linguistic analysis or interpretation of the text, analysis of the plot, students develop practical skills. All types of competence formed in students are manifested when passing the exam.
Bibliography
1. Gorlenko NM et al. "The structure of UUD and the conditions for their formation" - journal "Public education" No. 4/2012, p.153.
2. Klepinina Z. A. "Modeling in the UUD system" - magazine "Primary school" №1 / 2012, p.26
3. Bespalko V.P. Components of pedagogical technology. - M., 1989.
4. Bukhvalov V.A. Development of students in the process of creativity and
cooperation. - M .: Center for Pedagogical Search, 2000. - 144p.
5.Dyachenko V.I., Cooperation in training - M., Education, 1991.
6.Tsukerman G.A. Types of communication in training. - Tomsk: Peleng, 1993.
Report on the topic:
Formation of UUD at the lessons of the Russian language and literature
Prepared
teacher of Russian language
and literature
Karpova I.V.
2017
In our time - the time of information technology and the rapid development of science and technology - a person has to constantly learn and retrain.
The changes that have taken place in the education system in recent years have led to a rethinking of teaching methods and technologies. The main emphasis is on the development of communications, on the ability of children to establish contact to communicate with other people, the ability to analyze their actions and words, the development of horizons for the ability to interest the interlocutor or listener, as well as on the development of logic for a competent and consistent presentation of thoughts.All these skills are logically called universal learning activities (ULE).
What is UUD, and what is their significance in education and upbringing? In a broad sense, the term “universal learning activities” means the ability to learn, ie. the ability of the subject for self-development and self-improvement through the conscious and active appropriation of new social experience.
In a narrower sense, it is a set of methods of a child's actions that allow one to independently acquire new knowledge and skills, to organize this process. This definition is given to us by the methodological literature. At the present time, the development of UUD in pedagogy is given great importance.
Functions of universal learning activities include:
Ensuring the child's ability to independently carry out educational activities, set educational goals, seek and use the necessary means and ways to achieve them, monitor and evaluate the process and results of activities;
Creation of conditions for the harmonious development of the personality and its self-realization based on the readiness for continuous education; ensuring the successful assimilation of knowledge, skills and abilities and the formation of competencies in any subject area.
The formation of UUD is possible not only in the classroom, but also during educational activities. In the materials of the Federal State Educational Standard, the concept of "extracurricular activities" is considered as an integral part of the educational process, and is characterized as educational activities carried out in forms different from the classroom system. For its implementation, various forms are used:
Excursions, circles, sections, sports, conferences, disputes, olympiads, contests, competitions, search and scientific and other types.Games, contests, excursions, etc. are not just collective entertainment, but the main way to achieve certain learning objectives. They must also have a motivegoal and result. Therefore, such a teaching method as educational activities can contribute to the formation of UUD.
The following conclusion can be drawn : UUD is not only the formulation of the results of education, but also the results of extracurricular activities. The child must develop and replenish not only his intellectual field, but also develop, as well as the ability and readiness for cooperation, self-education, self-development. This is inherent in extracurricular activities. All forms of extracurricular activities contribute to the development of a comprehensively developed personality.
The result of upbringing is achieved in a planned way: at first it is the activity of the teacher, then together with the pupils, society is included in the work.
As a result of effective educational activities, we get a positive result - a comprehensively developed personality of the child, which is the goal of developing UUD.
Universal learning activities can be grouped intofour main block:
Personal UUD provide value-semantic orientation of students (the ability to correlate actions and events with accepted ethical principles, knowledge of moral norms and the ability to highlight the moral aspect of behavior), as well as orientation in social roles and interpersonal relationships. With regard to educational activities, it is necessary to highlightthree kinds of actions :
self-determination - personal, professional, lifemeaning formation - the establishment by students of a connection between the goal of educational activity and its motive, in other words, between the result of learning and what prompts the activity, for the sake of which it is carried out. The student should ask the question “what meaning, meaning does the teaching have for me”, and be able to find the answer to it;
moral and ethical orientation - the action of moral and ethical assessment of the assimilated content, providing a personal moral choice based on social and personal values
To formpersonal universal training activities use the followingtypes of tasks:
participation in projects;
creative tasks;
visual, motor, verbal perception of music;
mental reproduction of a picture, situation, video;
self-assessment of events, incidents;
achievement diaries. (Slide 16)
For the formation of personal universal educational actions in the classroomliterature you can use the following techniques:
Let yourself be helped.
Going beyond.
Delayed response.
Catch the mistake.
Theatricalization.
Question to the text.
Commented reading.
The perfect assignment.
The task "The main idea". 8th grade
Lesson topic: "One-part sentences"
Purpose: to learn to highlight the main idea, to come to an understanding of the need to know the history of your country.
Children receive printed text on cards with assignments:
Read the text expressively:
Is it worth re-reading handwritten books, looking at frescoes blackened by time in long-abandoned churches, thinking about the meaning of the ornament carved on mossy stone? Do you need to save log huts, homespun towels? Necessary. A person is not a one-day butterfly, fluttering merrily in the sun, not knowing what will happen tomorrow. In the fate of a person, the past, present and tomorrow are woven into a single knot. Man is the son of his time and his country, and the sense of the Motherland is closely linked with the sense of history.
(E. Osetrov)
Complete tasks:
Which sentence expresses the main idea of the text?
How should a person relate to his story?
Orally highlight the grammatical bases in these sentences and determine whether they are two-part or one-part.
Regulatory universal learning activities (organization of skills) - organization of their affairs, problem solving.Ability to ORGANIZE your activities
They reflect the child's ability to build educational and cognitive activity, taking into account all its components (goal, motive, prognosis, means, control, assessment).
Regulatory actions provide students with the organization of their learning activities. These include:
Goal setting as the formulation of an educational task on the basis of correlating what is already known and assimilated by students and what is still unknown;
Planning - determination of the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;
- forecasting -anticipation of the result and the level of assimilation of knowledge, its temporal characteristics;
Control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard;
Correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, real action and its result;
Grade - highlighting and understanding by students of what has already been mastered and what else needs to be learned, awareness of the quality and level of assimilation;
Self-regulation as the ability to mobilize strength and energy, to volitional effort (to make a choice in a situation of motivational conflict) and to overcome obstacles.
Typical tasks for the formation of regulatory ECD.
| Educational activities | Typical tasks |
| Goal setting | Searching for an answer to the question "Why do you need to know (be able)?" |
| Planning | "How to do it?", "What and how did you need to do to get the right result?" |
| Implementation of training activities | "Write from memory ...", "Read aloud ...", "Read to yourself ...", search for an extra word |
| Forecasting | Regulatory forecasting "What do you think, what result can be obtained?", "Do you think it is enough to know ... to complete the task?" |
| Control and self-control: | Regulatory control and self-control. Tasks like "A classmate said ... Check: is he right?", "Is the result obtained as in the sample?", "Is it being done correctly?" "Check the dictionary ...". |
| Correction | Regulatory corrections "Establish the correct order of sentences in the text" |
| Grade | Regulatory assessments "Evaluate your work in the lesson", "I liked it ...", "I want to praise myself (or classmates) for that ...", "I was interested", "It seemed important to me ...", "It was a discovery for me ...", " Today it was difficult for me ... " |
| Self-regulation | Regulatory self-regulation. “You can read the encrypted word (reach the top of the mountain) by completing a series of tasks”), psychological training exercises (for example, the setting “One, two, three - listen and watch! Three, two, one - we'll start now!”) , breathing exercises |
To formregulatory of universal educational actions, the following types of tasks are possible:
"Deliberate mistakes";
search for information in the proposed sources;
mutual control;
mutual dictation;
dispute;
memorizing material in class;
quiz for a specific problem.
Typical tasks for the formation of regulatory ECD
in Russian lessons
Task "Choose a lesson goal from the proposed phrases." Grade 5.
Purpose: the formation of the ability to determine the purpose of the lesson on the topic of the lesson.
The topic of the lesson is "The indefinite form of the verb."
Choose from the proposed phrases the one that, in your opinion, is the purpose of our lesson:
Define the verb.
I like to look for verbs in the text.
Learn to identify verbs of an indefinite form, remember which endings an indefinite form can have.
Assignment "Tell everything you know about this member of the plan proposal." Grade 5.
Topics of the lessons "Subject", "Predictable", "Addition", "Circumstance", "Definition".
Purpose: to develop the ability to correlate the obtained result with the model, to find and correct mistakes.
Assignment: Tell everything you know about the addition (definition, circumstance, etc.) according to the plan:
What it is?
What does it mean?
What question does he answer?
What parts of speech can be expressed?
How is it emphasized?
Is everything true in your story? (children read the rule in the textbook).
Cognitive universal learning activities (intellectual skills) - information processing
Ability to effectively THINK and work with INFORMATION in the modern world
A system of methods for cognizing the world around, building an independent search process, research and a set of operations for processing, systematizing, generalizing and using the information received
independent highlighting and formulating a cognitive goal;
search and selection of the necessary information; application of information retrieval methods, including with the help of computer tools:
ability to structure knowledge ;
skill consciously and voluntarily build a speech utterance in oral and written form;
selection of the most effective ways of solving problems depending on specific conditions;
reflection of ways and conditions of action, control and evaluation of the process and results of activities;
semantic reading how to comprehend the purpose of reading and the choice of the type of reading depending on the purpose; extracting the necessary information from the listened texts of various genres; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official-business styles; understanding and adequate assessment of the language of the media;
- staging and formulating problems, independent creation of algorithms for activities in solving problems of a creative and exploratory nature.
To formcognitive of universal educational actions, the following types of tasks are advisable:
compare;
"Find the differences" (you can set their number);
"What does it look like?";
search for unnecessary things;
"Labyrinths";
ordering;
"Chains";
ingenious solutions;
drawing up support schemes;
work with different types of tables;
drawing up and recognition of diagrams;
work with dictionaries.
Methodological techniques for the formation of cognitive actions
in literature lessons
Reception of modeling.
Surprise.
Fantastic supplement.
Intersection of topics.
We repeat with control.
Chain poll.
Poll-summary.
Training games.
Yes and no.
Good bad.
Point of view.
Multi-screen layout.
Communicative universal actions (communication skills) - communication with peopleAbility to COMMUNICATE, interact with people
Provide opportunities for cooperation: the ability to hear, listen and understand a partner, plan and consistently carry out joint activities, distribute roles, mutually control each other's actions, be able to negotiate, conduct a discussion, correctly express their thoughts, support each other and effectively cooperate as with a teacher, so with peers;independent organization of speech activity in oral and written form.
To formcommunicative universal educational activities, you can offer the following types of tasks:
compose a task for your partner;
Imagine yourself as a teacher and create an assignment for the class;
compose a story on behalf of the hero;
compose a story on behalf of an inanimate object (for example, on behalf of a school desk, on behalf of a separating soft sign, etc.);
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.
For the formation of communicative UUD, it is advisable to use techniques aimed at understanding the content of the text:Read Interrupted, Read Marked, Build a Cluster .
"Reading with stops" opens up opportunities for a holistic vision of the work. Sample questions:
What associations do the names and surnames of the heroes evoke in you? "Lilac bush" Kuprin, "Minor" Fonvizin)
How did you feel after reading this part. What sensations did you get?
What were your expectations confirmed? What was unexpected?
How do you think the story will end? How would you finish it?
cluster compilation;
discussion;
group form of work;
design and research activities;
theatricalization;
reflection;
portfolio;
creation of literary works by students.
moral and ethical assessment of the assimilated content,
Play is a powerful means of socializing a child, introducing him to the norms and values of society. The game develops empathy in the child - an understanding of the mental state of another person, the ability to emotionally respond, empathy. Reflection, the ability to look at oneself from the outside, also develops in the game. Play for children is a source of new emotions, an opportunity to show their ability to think in front of their peers in an informal setting, an opportunity to develop the ability to apply existing knowledge in new conditions, and receive new interesting information. For a teacher, a game is also an opportunity to gain new knowledge, especially if this game is author's. It is both a source of joy and satisfaction with the results of one's labor, a source of discovering new things in one's students.
In our work we use different gaming technologies, such as:
Contests, role-playing games, disputes, tournaments, etc.
It is believed that intellectual games are an important and successful means of forming universal educational actions. What kind of UUD do we develop in the course of the game?
In the field of personal UUD, the following are formed:
Internal position of the student;
Personal motivation for learning activities;
Orientation to moral standards and their implementation.
Cognitive UUDare formed through the analysis of the situation, its assessment, the construction of logical chains of reasoning, the advancement of hypotheses, their justification and the choice of a single version from the team;the ability to consciously and voluntarily build a speech utterance in oral and written forms; 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 activities; semantic reading as an understanding of the purpose of reading and the choice of the type of reading depending on the purpose; extracting the necessary information from the listened texts related to various genres; definition of primary and secondary information; through the formulation and formulation of the problem, the independent creation of algorithms for activity in solving problems of a creative and exploratory nature
Communicative UUDare impossible without taking into account the position of the team members, the distribution of roles within the team, the ability to listen and enter into a dialogue, to participate in a collective discussion of the issue;integrate into a peer group and build productive interaction and collaboration with peers and adults.
Regulatory UUDare manifested in the ability to mobilize strength, mind and energy to overcome obstacles in the game, to get together in a stressful situation, to evaluate their actions after the game (“the pupils' awareness of what has already been learned and what else needs to be learned”). In the process of preparing for the game and in the course of the game itself, such ECDs as goal-setting, planning, distribution of roles, responsibilities, drawing up a plan and sequence of actions are developed. Correction - making the necessary additions to the plan and method of action.
The mastery of universal educational actions by students occurs in the context of different academic subjects. It is quite obvious that there is no strict gradation in the formation of a certain type of UUD in the process of studying a specific subject, and cannot be. However, a shift in emphasis is possible. In some topics, great attention may be paid to the formation of some types of ECD, in others - to the formation of others. But in general, in a modern lesson, all four types of universal educational actions are being formed. From the first minute of the lesson, students are involved in the organization of their learning activities (regulatory ECD). These include goal-setting, as a formulation of an educational task (How would you like to see our lesson? What qualities do you need to show to get such a lesson?) Further, after solving the puzzles, the students formulate the topic of the lesson on their own.
Consistent work on the formation and development of UUD or "Ability to learn" in children leads to an increase in the effectiveness of education in general, to a more flexible and durable assimilation of knowledge by students.
So, the main goal today is to teach students "the ability to learn", to provide any child with the level of development that will allow him to be successful in learning not only at school, but throughout his life. Therefore, the task of creating a bank of standard tasks and tasks aimed at the development of UUD becomes so important.
The main thing for a teacher is to remember that all students are stars, small and large, close and distant, but equally beautiful. Each star chooses its own flight path. Every star dreams of shining.
Communicative UUD provide social competence and consideration of the position of other people, partners in communication or activities, the ability to listen and engage in dialogue,participate in a collective discussion of problems,integrate into a peer group and build productive interaction and collaboration with peers and adults.
Communicative actions include
- planning educational cooperation with the teacher and peers - defining the goal, functions of the participants, ways of interaction;
- posing questions - proactive cooperation in the search and collection of information;
- conflict resolution - identification, identification of the problem, search and assessment of alternative methods of conflict resolution, decision making and its implementation;
- partner behavior management - control, correction, assessment of his actions;
- the ability to express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; possession of monologue and dialogical forms of speech in accordance with the grammatical and syntactic norms of the native language, modern means of communication.
I would like to give a special place in the formation of UUD in the lessons of the Russian language and literature theatricalization as one of the forms of group activities of students. Fifth-graders, for example, are happy to stage the fables of A.I. Krylova, independently create sets and costumes. The most important role in the formation of UUD is played by work with text... Reading is considered to be the foundation of all education. Full reading is a complex and multifaceted process that involves solving such cognitive and communicative tasks as understanding (general, complete and critical), searching for specific information, self-control, restoring a wide context, interpretation, commenting on the text and much more. Such mechanisms as perception, recognition, comparison, understanding, comprehension, anticipation, reflection, etc. are involved in the activity of reading.
In teaching practice stands out several techniques for working with text.
- The technique of drawing up a plan allows you to deeply comprehend and understand the text. To build a plan, it is advisable, as you read, to consistently ask yourself the question "What is being said here?"
- Reception of drawing up a graph-scheme. A graph diagram is a way to model the logical structure of a text. There are two types of graph-schemes: linear and branched. The means of graphic representation are abstract geometric shapes (rectangles, squares, ovals, circles, etc.), symbolic images and drawings and their connections (lines, arrows, etc.). The graph-scheme differs from the plan in that it clearly reflects the connections and relationships between the elements.
- Reception of thesis is the formulation of the main theses, provisions and conclusions of the text.
- Reception of drawing up a pivot table - allows you to summarize and organize educational information.
- The method of commenting is the basis for comprehending and understanding the text and is an independent reasoning, inference and conclusions about the text read.
The academic subject "Literature" is of particular importance for the formation of the moral and value position of students. Therefore, it is very important to specially organize the orientation of students towards the hero's deed and his moral content. For the formation of communicative UUD, it is advisable to use techniques aimed at understanding the content of the text:
- "Reading with stops"
- "Reading With Marks"
- "Composing a cluster". (from the theory of critical thinking).
Again, for a variety of control of students' knowledge of fiction texts. For example, when studying the poem by A.S. Pushkin "Ruslan and Lyudmila", I play such a game (frontally). In the center of the board I draw a silhouette of a book, in the middle I write the name of the poem, I draw arrows that move away from the drawing, students must fill in the arrows with words from the poem, others explain. In what episode does this or that word occur? For example, the words: "hat, sword, mermaid, cave, ring, valiant, finn, Naina, etc."
- Composing a cluster. A special graphic organization of the material, which allows you to systematize and structure the existing knowledge. In the center, a key word is written and arrows-rays radiate from it, showing the semantic fields of a particular concept.
- Discussion... Another means of forming universal educational actions of schoolchildren in the lessons of the Russian language and literature. The dialogue of students can take place not only orally, but also in writing. For the development of the ability for self-education, it is very important to develop precisely the written form of dialogical interaction with others and oneself. The most convenient time for this is the main link of the school (grades 5-8). Attention should be paid to the development of those communication skills that are a prerequisite for a successful written discussion:
- clearly state your opinion
- understand your classmates' points of view expressed in writing
- ask understanding questions
- enter into a dispute with the author of a written text in a situation where the author can (cannot) answer the reader.
These communication skills can serve as the basis for serious work in the future with texts (documents, primary sources, etc.), which contain different points of view that exist in one or another area of knowledge. In the context of modernization of education, subject teachers should move away from the frontal form of work and introduce group work into their activities.
- Group form of work... “It is in a society with peers that a child can and dare to practice traditionally adult forms of behavior (control, assessment). In communication with peers, the need arises and there is always an opportunity to take the point of view of the other, to coordinate his actions with others, and due to this, to understand the other. " In this case, students also learn to look for information, communicate it to others, express their point of view, accept someone else's opinion, and create a product of joint work. This also ensures the formation of all types of UUD.
A special case of group joint activity of students is work in pairs... It can be implemented, for example, like this. Students receive an assignment under the same number: one student becomes a performer - he must complete this assignment, and the other - a controller - must control the progress and correctness of the result. At the same time, the controller has detailed instructions for completing the assignment. When completing the next task, the children change roles: who was the performer becomes the controller, and the controller becomes the performer.
The use of the paired form of control allows us to solve one important problem: students, controlling each other, gradually learn to control themselves, become more attentive. This is explained by the fact that attention, being internal control, is formed on the basis of external control. Working in pairs or groups helps to organize communication, since each child has the opportunity to talk with an interested interlocutor, express his point of view, be able to negotiate in an atmosphere of trust and goodwill, freedom and mutual understanding, to be in co-creation of equal and different. Group support creates a sense of security, and even the most timid and anxious children overcome their fear
- - a necessary condition for a competence-based approach and an effective means of forming universal educational actions. In the process of these types of activities, students develop the entire spectrum of ELC: communicative (developing skills in working in a group, fostering tolerance, forming a culture of public speaking. In Russian language lessons, I use typical tasks aimed at developing communicative learning actions.
For instance:
- “Work on your oral and written scientific speech. Prepare a coherent story on the topic: "What do I know about a noun." A plan will help you build your story. Remember, every thought you have must be confirmed by an example. "
- “Finish and write down sentences with direct speech. Let these be sentences where fairytale heroes address each other. "
- “Find and write down the words that ... In the first sentence, the author plays with words. You noticed? Read them. "
In the classroom, we do not offer new material in finished form. We invite students to observe, compare, identify patterns and, on this basis, make their own discovery of something new. Also interesting game "Let's think about it"... Pupils are asked to think about whose reasoning is correct, or the question is asked, "What do you think?"
In the lesson, we choose various, interesting material: for example, working with tables, with diagrams, with a dictionary, crosswords, choosing the correct spelling and others.
Recommendations for the development of communicative universal learning activities
- Teach your child to express their thoughts. As he answers a question, ask him leading questions.
- Fear not, try different types of games, discussions, and group work to master the material.
- Make up for the students an algorithm for retelling the text, material.
- When organizing group work, remind the children of the rules of discussion and conversation.
- Teach your child to ask clarifying questions about the material himself, to ask again, to clarify.
- Study and take into account the life experience of students, their interests, developmental features.
The modernization of Russian education poses the task of secondary school teachers to rethink their pedagogical activities, revise the approaches and methods of teaching, use a set of tools that form universal educational actions that will help the student to become a full-fledged social personality striving to realize his capabilities, capable of making informed and responsible choices.
In this work, a set of tools was considered that, with a systematic approach, will ensure the achievement of the goal set for the teacher. This is especially true during the period of experimental implementation of the second generation federal state standards in the main secondary school. By 2015, in our opinion, in the pedagogical practice of basic schools, an education system should already have formed that meets the requirements of the Federal State Educational Standard and is able to ensure continuity in the transition of schoolchildren from primary school to grade 5. Therefore, today teachers should master and apply, while exploring the practical results of their activities, modern means of forming universal educational actions. The result of our research was the definition of those tools that allow the formation of universal educational actions.
The value of the work lies in the possibility of its use by language teachers in the development of individual lessons of the Russian language and literature, as well as to create a system of work and teaching methods. In addition, the introduction of the described means into pedagogical practice will make it possible to implement a metasubject approach to the education of schoolchildren.
The Russian language as a school subject plays a special role, being not only an object of study, but also a means of teaching all school disciplines. Not a single school problem can be solved if the student has a poor or insufficient command of the Russian language, since it is the native language that is the basis for the formation and development of thinking, imagination, intellectual and creative abilities of students; skills of independent learning activities.
In particular, in the lessons of the Russian language, there is an opportunity to most effectively organize the work on the formation and development of cognitive, regulatory and communicative universal actions.
The ability to learn is a significant factor in increasing the efficiency of students' mastering of subject knowledge, including knowledge of the Russian language.
Appendix
- Creating a problem situation
The fragment of the Russian language lesson in the fifth grade on the topic "Imperative mood of the verb" presented below illustrates the organization of the problem situation.
Pupils are invited to answer the question: Why is the verb SAY in one case written SAY, and in the other SAY?
And in the process of searching for a solution to this linguistic problem, students, applying the existing knowledge, will determine that the verb say I conjugation. This means that the form TELLE in the future tense is written correctly. The form SAY expresses a command, a request, an order, and this determines its writing.
- What will be the topic of our today's lesson? (Imperative mood of the verb)
- What will help you not to make mistakes in the spelling of verbs of different moods? (Knowledge of the morphemic composition of words.)
- What is the composition of each form? (A wide variety of possible answers, including students' erroneous answers, are possible.)
- What will help us make sure which one of you is right? (Proof by specific examples.)
- Let's find the right way to solve this issue. (Here the teacher can give a hint to fifth graders: change the form of the imperative number of the verb.)
- After that, fifth-graders will independently be able to explain that in the form of the imperative mood -И- is a suffix that forms the mood form, and -TE is the ending of the plural in the imperative mood. In the form of the indicative mood, with which the students are already familiar, the ending of the plural is ETE.
- Work with text
"Reading with stops" opens up the possibility of a holistic vision of the work. Sample questions:
- What associations do the names and surnames of the heroes evoke in you?
- How did you feel after reading this part. What sensations did you get?
- What were your expectations confirmed? What was unexpected?
- How do you think the story will end? How would you finish it?
- Work with text
The task "Thick and thin questions" develops the ability to ask questions, analyze, interpret the text. For instance:
- Who...?
- What...?
- When...?
- What's your name...?
- Was there ...? Give three explanations why ...?
- Explain why ...?
- Why do you think...?
- What is the difference...?
- Imagine what would happen if ...?
- Do you agree...?
- Is it true...?
- Composing a cluster
For example, analyzing the image of Gerasim from the story of I.S. Turgenev "Mu-mu", at the lesson of literature in the 5th grade, such a cluster is created.
- Sinkwine
After analyzing the image of Gerasim, fifth-graders can compose the following syncwine:
Gerasim
kind, hardworking
cares, loves, works
should not suffer because of the cruelty of people
Human
- Stages of vocabulary work: word semantisation; actualization of the word; use of the word in speech.
Compare the meanings of the word "faithful" in the sentences.
A faithful companion will never leave you in trouble. Masha has the right answer. Interpretation of a word with the help of context. Which words fit the first sentence, which words fit the second: reliable devotee, accurate, correct. Asking questions - proactive cooperation in the search and collection of information.
Listen to the stories: A girl with sore legs comes down the stairs. Two girls are walking behind and hurrying her: "Well, snag, go quickly!" Here is a black-haired first-grader huddled in a corner, whose eyes, greatly enlarged by glasses, are full of despair. And three of his classmates point their fingers at him and yell: “Oblique chuchmek! Chock! Oblique! "
Working with the dictionary: merciful - showing mercy, willingness to help, forgive someone out of compassion; philanthropy.
What did you guys think of the girls on the stairs? About three first graders? What kind of people are they? What would you do if you were in their place? How do you feel about a sick girl? To a sad first grader? What desire do you have for the offended guys? Have you a desire to help them, to protect them from harm? Conflict resolution - identification, identification of the problem, search and assessment of alternative ways to resolve the conflict, decision making and its implementation.
Make combinations of words or a sentence with the given words. (For example: polite, well-mannered, delicate, correct, sociable, obligatory, tactful. Selection of a synonym or antonym.
What do these adjectives have in common? How do they differ in meaning? Planning educational cooperation with the teacher and peers - defining the goal, functions of the participants, ways of interaction.
Discuss with a friend which word is more appropriate in meaning. Insert it into the sentence: Mom hastily ... Seryozha is in kindergarten. Finally, he ... a jacket and a cap Using a combination that includes the already well-known cognate word Younger schoolchildren often mix the original words: enter - come in, put on - put on. Children practically learn that they can dress someone and put on something. Possession of monologue and dialogical forms of speech in accordance with the grammatical and syntactic norms of the native language.
Find, write down the phraseological unit. More friendly than these two guys. You will not find it in the world, They usually say about them: You cannot spill water! Working on patterns of use of the word
Think and compose a dictionary entry for this phraseological unit. Ability to express your thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication.
Formation of UUD in Russian lessons in secondary school
“When instructing all students, especially those of age, the teacher should try more about education and“ refinement ”of their reason, rather than about filling and managing memory, without losing sight of the main subject of youthful instruction, which consists in teaching children to work hard, they have a hunt and attachment to science ”- this is how the original methodological recommendations for teachers set forth in the Charter of the gymnasium, adopted in 1804, sound.
Thus, the statement that the new paradigm of education is an activity paradigm does not seem so new and controversial. And todaylearning outcomes, not in the form of specific knowledge, but in the form of the ability to learn, are becoming more and more in demand today.
The Federal State Educational Standard of the new generation at all levels of education puts forward as a priority a personality-oriented, system-activity approach that determines the structure of students' activities, as well as the basic psychological conditions and mechanisms of the process of assimilating knowledge. Personal development in the education system is ensured primarily by the formation of universal educational actions (ULE). Mastering them creates opportunities for students to independently successfully assimilate new knowledge, skills and competencies, including the organization of assimilation, i.e. ability to learn.
The essence of the concept of "universal educational actions" in the scientific literature is interpreted in different ways. In a broad sense, the term "universal learning actions" itself means the ability to learn, i.e. the ability of the subject for self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower sense, this term can be defined as a set of methods of action, as well as the skills of educational work associated with them, which provide the student with the ability to independently assimilate new knowledge and skills, including the organization of this process.
UUD functions:
Providing the student with the ability to independently carry out educational activities, set educational goals, seek and use the necessary means and ways to achieve them, monitor and evaluate the process and results of activities;
Creation of conditions for the harmonious development of the personality and its self-realization based on the readiness for continuous education; ensuring the successful assimilation of knowledge, the formation of skills, skills and competencies in any subject area.
Types of UUD.
The following main types of universal educational actions are distinguished: personal (self-determination, meaning formation and the action of moral and ethical assessment), regulatory (goal formation, planning, control, correction, assessment, forecasting), cognitive (general educational, logical and sign-symbolic) and communicative UUD. Highlighting the conditions for the development of universal educational actions in the educational process made it possible to formulate general recommendations for the formation of UUD in the course of the educational process, taking into account the specifics of academic subjects, which are enshrined in the following documents: "Federal State Educational Standard of Basic General Education", "Fundamental Core of the Content of General Education", “Approximate basic educational program of an educational institution. Basic school ".
UUD are 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 universal character of educational actions is manifested in the fact that they are of a supra-subject, meta-subject nature; ensure the integrity of general cultural, personal and cognitive development and self-development of the individual; ensure the continuity of all stages of the educational process; underlie the organization and regulation of any student's activity, regardless of its specially-subject content. Universal educational actions provide the stages of assimilation of educational content and the formation of the psychological abilities of the student.
Possession of UUD allows students to successfully master information at all stages and leads to the formation of the ability to independently successfully assimilate new knowledge and skills, including "the ability to learn."
Formation of UUD at the lessons of the Russian language.
Unfortunately, at the present time, shortcomings in the educational level of schoolchildren, including their level of proficiency in their native language, are becoming more and more obvious. The "Fundamental core of the content of general education" rightly notes: "In the system of school education, the Russian language is not only a subject of study, but also a means of teaching that determines success in mastering all school subjects and the quality of education in general." It is the successful and conscious command of the Russian language that forms the basis for the formation of universal educational actions, which in turn give rise to competencies, knowledge, abilities, skills, and therefore, ensure the upbringing of a comprehensively developed, intellectual, spiritual personality capable of adapting in a complex modern world.
The Russian language provides the formation of personal, cognitive, communicative and regulatory actions.
Formation of personal UUD in students.
Personal actionsprovide value-semantic orientation of students (knowledge of moral norms, the ability to correlate actions and events with accepted ethical principles, the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. With regard to educational activities, it is necessary to highlightthree types of personal actions:
Personal, professional, lifeself-determination;
- meaning formation, that is, the establishment by students of a connection between the goal of educational activity and its motive;
- moral and ethical orientation, including the assessment of the assimilated content (based on social and personal values), which provides a personal moral choice.
In Russian language lessons, personal UUD develops thanks to the texts given in textbooks, in presentations, on pre-prepared cards, when writing essays and presentations, etc. These texts can be moral, moral, patriotic, ethical and other content. Thus, personal actions are developed and formed, aimed at awareness and acceptance of life values, which allow you to find your place in life, to orient yourself in moral norms. Thanks to these texts, students come to understand the need to preserve and protect their native language as part of the Russian national culture, as well as to work on the development of their own speech. Starting to perform these exercises, to the analysis of these texts, the teacher together with the children (or rather the children with the help of the teacher) gives a moral assessment of the content of these exercises (children determine the idea of these texts).
The subject "Russian language" fosters a positive attitude towards correct, accurate and rich oral and written speech.
Formation of regulatory ELM in students.
Regulatory actions provide students with the organization of their learning activities. These include:
Goal setting as the formulation of an educational task on the basis of correlating what is already known and assimilated by students and what is still unknown;
Planning - determination of the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;
- forecasting -anticipation of the result and the level of assimilation of knowledge, its temporal characteristics;
Control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard;
Correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, real action and its result;
Grade - highlighting and understanding by students of what has already been mastered and what else needs to be learned, awareness of the quality and level of assimilation;
Self-regulation as the ability to mobilize strength and energy, to volitional effort (to make a choice in a situation of motivational conflict) and to overcome obstacles
Formation of cognitive UUD in students.
Cognitive universal actions include: general educational, logical, as well as posing and solving a problem.
General educational universal actions:
Self-identification and formulation of a cognitive goal;
Search and selection of the necessary information; application of information retrieval methods, including with the help of computer tools;
Knowledge structuring;
Conscious and arbitrary construction of a speech utterance in oral and written form;
Selection of the most effective ways to solve problems depending on specific conditions;
Reflection of methods and conditions of action, control and assessment of the process and results of activities;
Semantic reading as an understanding of the purpose of reading and the choice of the type of reading depending on the purpose; extracting the necessary information from the listened texts of various genres; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official-business styles; understanding and adequate assessment of the language of the media;
Statement and formulation of the problem, independent creation of algorithms for activities in solving problems of a creative and exploratory nature.
Sign-symbolic actions constitute a special group of general educational universal actions:
Modeling - transformation of an object from a sensory form into a model, where the essential characteristics of the object are highlighted;
Transformation of the model in order to identify the general laws that define the given subject area.
Logical universal actions:
Analysis of objects with the aim of identifying features (significant, insignificant);
Synthesis - composing a whole from parts, including self-completion with the replacement of missing components;
Selection of grounds and criteria for comparison, classification of objects;
Summing up a concept, deriving consequences;
Establishing causal relationships;
Building a logical chain of reasoning;
Proof;
Putting hypotheses and their justification.
Statement and solution of the problem:
Problem formulation;
Independent creation of ways to solve problems of a creative and exploratory nature
Formation of communicative UUD in students.
Communicative actions provide social competence and consideration of the position of other people, communication partners or activities; the ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive interaction and collaboration with peers and adults. Communicative actions include:
Planning educational collaboration with teacher and peers;
Asking questions;
Conflict resolution;
Partner behavior management;
Ability to express your thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; possession of monologue and dialogical forms of speech in accordance with the grammatical and syntactic norms of the native language.
The formation of communicative UUD is provided through teaching the correct and skillful use of speech in various life situations, when transmitting to others your thoughts and feelings, when building a dialogue with other students and the teacher.
Sources:
- A.G. Asmolov. How to design universal learning actions in primary school: from action to thought: a guide for teachers / [A. G. Asmolov, G. V. Burmenskaya, I. A. Volodarskaya and others]; ed. A.G. Asmolova. - M .: Education, 2008 .-- 151.
- Fundamental core of the content of general education / Ros. acad. Sciences, Ros. acad. education; ed. V. V. Kozlova, A. M. Kondakova, fourth edition, M., Enlightenment, 2011 (series "Standards of the second generation").
- Yu. Mikheeva Designing a lesson from the perspective of the formation of universal educational actions // Uchitelskaya Gazeta. Independent pedagogical publication. - 2012. - http://www.ug.ru/method_article/260
With the introduction of new federal state educational standards, new requirements began to be imposed on teachers' activities. One of these requirements is the implementation of universal learning activities in the learning process.
Universal learning actions are understood as the ability to learn, that is, the subject's ability to self-development and self-improvement through the conscious and active appropriation of new social experience.
There are the following types of universal educational activities:
- Personal universal educational actions provide value-semantic orientation of students and orientation in social roles and interpersonal relationships.
- Regulatory actions ensure that students organize their learning activities. These include goal setting, planning, forecasting, control, correction, assessment, volitional self-regulation.
- Cognitive universal actions include general educational, logical, problem-solving and problem-solving actions.
- Communicative actions provide social competence and taking into account the position of other people, a communication partner or activity, the ability to listen and engage in dialogue, participate in collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults.
Of course, all four types of actions should be equally implemented in the lesson. Each school subject has its own unique specifics. Accordingly, the formation of universal educational actions should be implemented in accordance with these features.
This chapter will consider the features of the Russian language and literature as school subjects, the age characteristics of students, the specificity of personal universal educational actions.
Features of modern high school students
The features of modern schoolchildren have been studied by many researchers (Buneev R.N., 2002, Ilyushin L.S., 2006, Torshilova E.M., 2001, Stepanov P.V., 2006, Efremov K., 2007, Sobkin V.S. , 2006, etc.). Let us briefly outline the main ideas that are significant for our research.
An important quality of modern children is a stronger sense of their "I" in the world. The consequence of this is a freer and more independent behavior than that of children in years past. Accordingly, there is a separation of the child from the collective, from the family, sometimes moral norms of the foundations collapse.
In the era of the Internet, schoolchildren develop “clip thinking”, which requires a dynamic and dosed presentation of material in the form of hypertext. With clip thinking, the surrounding world turns into a mosaic of disparate, little related facts. In this regard, students can hardly understand the topic and the main idea of the text, perceive a work of art superficially, do not see the subtext and deep meaning.
Today teenagers spend more and more time in front of TV screens and computers. From the cradle, surrounded by electronics, schoolchildren are well versed in new technologies and are intolerant of the technical incompetence of others. Adolescents have a pragmatic attitude to the use of new information technologies: they “extract”, “download” information. The information is perceived by them as nobody's, they do not look at the authors of the information found. Works of fiction remain in their minds outside the author and the time when the story or novel was created, and at the same time, the chronological aspect of the analysis fades into the background. Individual pragmatism is very quickly gaining ground in the minds of schoolchildren. Students "learn" only those subjects that they need for later life.
According to the degree of popularity, the activities of today's adolescents in their free time, for example, on weekends, are arranged in the following sequence: watching TV, listening to music, playing on the computer, talking with friends on the phone, watching video tapes, reading. It follows from this that they come to literature lessons, where you need to read the text in advance, unprepared, which slows down the educational process.
Many adolescents show disbelief in traditional values, believe that traditional moral norms and values are relative, it is not necessary to observe them all. Therefore, they easily swear in class, do not respect the opinions of other people.
Today's schoolchildren expect all activities to be easy and fun. Students want to get good grades with a minimum of effort.
In general, a modern schoolchild is an active participant in the socio-cultural educational space of a modern school, whose activity is conditioned by the state of success in a particular field of activity.
General characteristics of the Russian language as a school subject
The Russian language as an academic subject is the basis of schoolchildren's education. Opening access to the acquisition of knowledge in all other subjects of the school course, forming the skills and abilities necessary for education and self-education, the subject "Russian" itself is of great cognitive value. It is he who brings children to the understanding of such an important phenomenon of reality as language, to the awareness of the basic linguistic means (phonetic, lexical, grammatical). In the Russian language lessons, children master four types of speech: reading, writing, speaking, listening. Here, schoolchildren are aware of the relationship between form and meaning, develop logical thinking, get an idea of the development of language, get acquainted with new and outdated words, etc.
In the lessons of the Russian language, serious educational problems are solved, the children have a sense of pride in the beautiful and powerful Russian language; the development of the ability to analyze leads to a responsible attitude in the choice of words, to the correctness and literacy of speech.
The specificity of the Russian language as an academic subject lies in the fact that, firstly, it is a subject of instruction, and secondly, a means of studying all other school subjects. The leading direction in the study of the Russian language is the development of all forms of mental and speech activity of schoolchildren, relying on a sense of language and the maximum use of coherent texts.
General characteristics of literature as a school subject
Literature is a basic academic discipline that shapes the spiritual image and moral guidelines of the younger generation. It has a leading place in the emotional, intellectual and aesthetic development of the student, in the formation of his world outlook and national identity, without which the spiritual development of the nation as a whole is impossible. The specificity of literature as a school subject is determined by the essence of literature as a cultural phenomenon: literature aesthetically assimilates the world, expressing the richness and diversity of human existence in artistic images. It has great power to influence readers, introducing them to the moral and aesthetic values of the nation and humanity.
The basis of the content of literature as an academic subject is the reading and textual study of works of art that make up the golden fund of Russian classics. Each classic work is always relevant, as it addresses eternal human values. The student comprehends the categories of goodness, justice, honor, patriotism, love for a person, family; understands that national identity is revealed in a wide cultural context. A holistic perception and understanding of a work of art, the formation of the ability to analyze and interpret a literary text is possible only with the appropriate emotional and aesthetic reaction of the reader. Its quality directly depends on the reading competence, including the ability to enjoy works of verbal art, a developed artistic taste, the necessary amount of historical and theoretical literary knowledge and skills that meets the age characteristics of the student.
The relationship between literature and the Russian language is due to the traditions of school education and the deep connection between the communicative and aesthetic functions of the word. The art of the word reveals all the richness of the national language, which requires attention to the language in its artistic function, and mastering the Russian language is impossible without constant reference to works of art. Mastering literature as an academic subject is the most important condition for a student's speech and linguistic literacy. Literary education contributes to the formation of his speech culture.
One of the components of literary education is the literary creativity of students. Creative works of various genres contribute to the development of the student's analytical and imaginative thinking, largely shaping his general culture and social and moral guidelines.
Personal universal learning activities in the school system
Personal UUD provide value-semantic orientation of students (the ability to correlate actions and events with ethical principles, knowledge of moral norms and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. With regard to educational activities, two types of actions should be distinguished:
the action of making sense, i.e. the establishment by students of a connection between the goal of educational activity and its motive, in other words, between the result of learning, and what prompts the activity, for the sake of which it is carried out. The student should ask himself the question of “what meaning, meaning does the teaching have for me”, and be able to find the answer to it;
the action of moral and ethical assessment of the assimilated content, based on social and personal values, providing a personal moral choice.
Methods for the formation of personal UUD
Personal universal educational actions reflect the system of value orientations of the younger student, his attitude to various aspects of the world around him.
Personal UUD include:
a positive attitude towards learning, towards cognitive activity;
desire to acquire new knowledge, skills, improve existing ones;
be aware of their difficulties and strive to overcome them;
master new types of activities;
participate in the creative, constructive process;
awareness of oneself as an individual and at the same time as a member of society, recognition of generally accepted moral and ethical norms for oneself, the ability to self-assess their actions, deeds;
awareness of oneself as a citizen, as a representative of a certain people, a certain culture, interest and respect for other peoples;
striving for beauty, willingness to maintain the state of the environment and one's health.
To form personal universal educational actions, the following types of tasks are used:
participation in projects;
creative tasks;
visual, motor, verbal perception of music;
mental reproduction of a picture, situation, video;
self-assessment of events, incidents;
achievement diaries.
A modern teacher needs to apply and variably use a variety of teaching technologies to build the learning process of schoolchildren in such a way as to develop each child's interest and desire to learn, as well as to form in the child a set of universal educational actions that will allow him to independently carry out the learning process and ensure the ability to organize independent educational activities.
Problem Dialogue Technology
Problem dialogue technology stimulates learning motivation; increases cognitive interest; forms independence and beliefs.
In the lessons of the Russian language and literature, a wide range of problem situations is possible. The most productive are problematic situations with a clash of students' opinions. The class is offered a practical task for new material, i.e. in a literal sense, the requirement is "do what we will only study today." So, for example, students are asked to write words or sentences for a new rule, to define a new part of speech. In the absence of knowledge on today's topic, this task will inevitably cause a wide range of students' opinions.
When working with the use of problem-dialogic learning, the following development occurs:
mental abilities of students (difficulties that arise make students think, look for a way out of a problem situation);
independence (independent vision of the problem, the formulation of a problematic issue, a problem situation, the independence of choosing a solution plan);
creative thinking (independent application of knowledge, methods of action, search for non-standard solutions).
Thus, problem learning contributes to the formation of readiness for creative activity; promotes the development of cognitive activity; provides a more lasting assimilation of knowledge; makes the learning activities of students more attractive. By implementing this technology, the teacher works on the development of not only personal, but also communicative universal educational actions.
Productive reading technology
The formation of the correct type of reading activity is a three-stage process of purposeful individual understanding and mastering of books by children (before reading, during reading and after reading). We highlight the stages of working with text in the lessons:
before reading
in the process of reading
after reading (where problem-dialogic technology comes into play)
Stage 1. Based on the title, illustration and keywords, children express their assumptions about the topic, the characters of the work, the sequence of events.
Stage 2. Self-reading to yourself. Children test their assumptions. Then reading aloud, paragraph by paragraph, with comments. In the course of reading, we ask questions about understanding the text, the answers to which the children find in the text, and also during the reading, vocabulary work takes place (i.e., slow movement after the author along the lines, dialogue with the author).
The questions that arise again suggest the emergence of answers-assumptions and self-testing in the course of further reading.
Stage 3. After reading, we pose a problematic question to the text as a whole. Children answer the question, there is a conversation that helps to understand the author's intention, "hidden between the lines", the story about the writer, about his personality.
Further, the work gets more complicated and deeper. The means of expressiveness are highlighted: figurative expressions, personifications, metaphors, epithets and comparisons. The style of the language, the peculiarity of writing, techniques, forms, genres of works are also considered.
This technology is good in that it develops several universal educational activities at once. At the first stage, goal-setting takes place, the guys try to independently determine the topic of the still unknown text, think about how to approach its analysis, predict the further development of events.
At the second stage, students first pass the text through themselves, that is, they develop personal universal educational actions. And then they move on to dialogue, answering questions, discussing what they read. Thus, they develop communication skills.
The third stage absorbs all four types of universal scientific actions: children talk over the text (communicative), evaluate the text from the point of view of moral and ethical norms (personal), formulate and analyze the problem (cognitive), look for a "key" to the analysis of the text, build analysis sequence (regulatory).
The technology of forming the type of correct reading activity teaches children to meaningfully read a literary work, develops the reading technique and speech of schoolchildren, helps to instill in the child a love for the word, language, and most importantly, for reading. It also fosters the ability to learn - the ability to self-organize in order to solve educational problems, which contributes to individual progress in the main areas of personal development, forms regulatory universal educational actions.
Technology for assessing educational success
The technology for assessing educational achievements (academic success) is aimed at developing control and evaluative independence of students by changing the traditional assessment system and is also closely related to regulatory universal educational actions. Students develop the ability to independently evaluate the result of their actions, control themselves, find and correct their own mistakes; motivation for success. Removing the fear of school supervision and assessment by creating a comfortable environment helps preserve students' mental health.
Fostering a tolerant attitude towards other decisions leads to the student's personal development.
The assessment technology is implemented in subject teaching materials (notebooks for testing and control works), in "Schoolchildren's Diaries", in notebooks for the diagnosis of metasubject results.
In September, children themselves formulate the rules of life at school, learn to write down the schedule from the first day of school in letters or conventional symbols, learn to evaluate their own successes, their attitude to lessons. At the end of the school year, the child can evaluate his progress for the year.
The systematic involvement of children in evaluative activity makes it possible to form an adequate self-esteem, since, evaluating the response of others, he evaluates in relation to himself.
Information and communication technology
The use of ICT in literature and Russian language lessons allows developing the ability of students to navigate the information flows of the surrounding world; master practical ways of working with information; develop skills to exchange information using modern technical means.
ICT technologies make it possible to form adequate self-esteem, awareness of learning and learning motivation, adequate response to difficulties, critical attitude to information and selectivity of its perception, respect for information about private life and informational results of other people, the basis of legal culture in the use of information is formed. Metasubject communications are carried out.
Above the formation of personal universal educational actions, work will be built throughout the entire education at school. Personal universal educational actions provide value-semantic orientation of students (knowledge of moral norms, the ability to correlate actions and events with accepted ethical principles, the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships.
For the formation of personal universal educational actions, it is necessary to use various technologies in a complex. And the personal universal educational actions themselves must develop in conjunction with other educational actions such as communicative, regulatory and cognitive.
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