Formation of educational institutions as one of the ways to improve the quality of education. Students' mastery of universal learning activities creates the opportunity for independent successful acquisition of new knowledge, skills and competencies, including the ability to learn independently

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Formation of universal learning activities and competencies as a condition for achieving standards in the educational process

Nikonova N.I., primary school teacher at MAOU “Secondary School No. 17” in Gubkin, Belgorod Region.

Schools today are changing rapidly, trying to keep up with the times. The main change in society, which also affects the situation in education, is the acceleration of the pace of development. This means that the school must prepare its students for a life that it itself does not yet know about.

Therefore, today it is important not so much to give the child as much specific subject knowledge and skills as possible within the framework of individual disciplines, but to equip him with such universal methods of action that will help him develop and improve himself in a continuously changing society through the conscious and active appropriation of new social experience. That is, the most important task of the modern education system is the formation of a set of “universal educational actions” that ensure the competence “to teach how to learn.” This is exactly what the second generation standards are talking about.

The priority direction outlined in the new educational standard is the holistic development of the individual in the education system. It is ensured, first of all, through the formation of universal learning activities (ULA), which create the opportunity for independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn. At the same time, knowledge, abilities and skills are considered as derivatives of the corresponding types of purposeful actions, i.e. they are formed, applied and maintained in close connection with the active actions of the students themselves.

Universal educational actions – the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience; a set of student actions that ensure his cultural identity, social competence, tolerance, ability to independently acquire new knowledge and skills, including the organization of this process.

The concept of universal learning activities considers competence as “knowledge in action”, the ability to use acquired knowledge and skills in practice. Thus, the proposed concept of universal educational actions relates to the general content of education and is a meta-concept.

The relevance of the formation of UDD is due to: – new social needs, reflecting the transformation of Russia from an industrial to a post-industrial information society based on knowledge and high innovative potential;

– society's demands for increased professional mobility and continuing education;

– social demands define the goals of education as the general cultural, personal and cognitive development of students, ensuring such a key competence of education as “teaching how to learn”

Universalization of the content of general education makes it possible to realize the basic requirements of society for the educational system:

– Formation of cultural identity of students as citizens of Russia.

– Preservation of the unity of the educational space, continuity of levels of the educational system.

– Ensuring equality and accessibility of education at various starting opportunities.

– Achieving social consolidation and harmony in the context of growing social, ethnic, religious and cultural diversity of our society based on the formation of cultural identity and community of all citizens and peoples of Russia.

– Formation of universal educational actions that generate an image of the world and determine the individual’s ability to learn, cognition, cooperation, mastery and transformation of the surrounding world.

Personal development in the education system is ensured through:

– the formation of universal educational actions that act as an invariant basis for the educational and educational process;

– students’ mastery of universal learning activities that create the opportunity for independent successful acquisition of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn;

– universal learning actions, as generalized actions that generate a broad orientation of students in various subject areas of knowledge and motivation to learn.

Functions of universal learning activities include:

ensuring the student’s ability to independently carry out learning activities, set educational goals, seek and use the necessary means and methods of achievement, monitor and evaluate the process and results of the activity;

creating conditions for personal development and self-realization based on readiness for lifelong education, “teaching how to learn” competence, tolerance of life in a multicultural society, high social and professional mobility;

ensuring the successful acquisition of knowledge, skills and abilities and the formation of a picture of the world and competencies in any subject area of cognition.

The universal nature of UUD is manifested in the fact that they:

are supra-subject, meta-subject in nature;

ensure the integrity of general cultural, personal and cognitive development and self-development of the individual;

ensure continuity of all levels of the educational process;

lie at the basis of the organization and regulation of any student’s activity, regardless of its specific subject content;

provide stages of mastering educational content and developing the student’s psychological abilities.

The formation of universal educational actions in the educational process is determined by three complementary provisions:

The formation of universal educational actions as the goal of the educational process determines its content and organization.

The formation of universal educational actions occurs in the context of mastering various subject disciplines.

Universal educational actions, their properties and qualities determine the effectiveness of the educational process, in particular the acquisition of knowledge and skills; formation of the image of the world and the main types of competencies of the student, including social and personal competence.

Universal educational activities are identified based on an analysis of the characteristics of educational activities and the process of assimilation, namely, in accordance with:

with structural components of purposeful learning activities;

with the stages of the assimilation process;

with the form of implementation of educational activities - in joint activities and educational cooperation with the teacher and peers or independently.

The main types of universal educational activities can be divided into five blocks:

– personal;

– regulatory (also including self-regulation actions);

- informative;

– sign-symbolic;

– communicative

Personal universal learning activities provide students with value-semantic orientation (the ability to correlate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. These are actions of meaning-making, i.e., students establishing a connection between the goal of a learning activity and its motive, in other words, between the result of learning and what motivates the activity, for the sake of which it is carried out. The student must ask the question “what meaning does the teaching have for me,” and be able to find an answer to it; the action of moral and ethical assessment of the acquired content, based on social and personal values, ensuring personal moral choice.

Regulatory universal educational activities:

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

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

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

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

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

assessment - the student’s identification and awareness of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation.

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

Cognitive universal educational activities:

– general educational universal educational activities;

– logical universal educational actions.

independent identification and formulation of a cognitive goal;

search and selection of necessary information; application of information retrieval methods, including using computer tools;

structuring knowledge;

choosing the most effective ways to solve problems depending on specific conditions;

reflection on methods and conditions of action, control and evaluation of the process and results of activity;

semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose;

General educational universal activities include:

the ability to adequately, consciously and arbitrarily construct a speech utterance in oral and written speech, conveying the content of the text in accordance with the purpose (detailed, concise,

selectively) and observing the norms of text construction (compliance with the topic, genre, style of speech, etc.);

formulation and formulation of the problem, independent creation of activity algorithms when solving problems of a creative and exploratory nature;

action with sign-symbolic means (substitution, encoding, decoding, modeling).

comparison of concrete sensory and other data (in order to highlight identities/differences, determine common features and draw up a classification);

identification of concrete sensory and other objects (with the aim of including them in a particular class);

analysis – isolating elements and “units” from the whole; dismemberment of the whole into parts;

synthesis - composing a whole from parts, including independently completing, replenishing the missing components;

seriation – ordering of objects according to a selected basis.

Universal logical actions:

classification - assigning an object to a group based on a given characteristic;

generalization – generalization and deduction of commonality for a whole series or class of individual objects based on the identification of essential connections;

proof – establishing cause-and-effect relationships, building a logical chain of reasoning, proof;

summing up the concept - recognizing objects, identifying essential features and their synthesis;

conclusion of consequences;

establishing analogies.

provide specific ways to transform educational material, represent modeling actions that perform the functions of displaying educational material;

highlighting the essential;

separation from specific situational meanings; formation of generalized knowledge.

Sign-symbolic universal educational actions:

modeling – transformation of an object from a sensory form into a model, where the essential characteristics of the object are highlighted (spatial-graphic or sign-symbolic);

model transformation - changing the model in order to identify general laws that define a given subject area.

Communicative universal actions ensure social competence and conscious orientation of students to the positions of other people (primarily a partner in communication or activity), 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 cooperation with peers and adults.

Communicative universal actions:

planning educational cooperation with the teacher and peers - determining the purpose, functions of participants, methods of interaction;

asking questions – proactive cooperation in searching and collecting information;

conflict resolution - identification, identification of problems, search and evaluation of alternative ways to resolve conflicts, decision-making and its implementation;

managing the partner’s behavior – monitoring, correction, evaluation of the partner’s actions;

the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

Criteria for assessing the formation of universal educational activities

compliance with age-psychological regulatory requirements;

compliance of the properties of universal actions with predetermined requirements.

the formation of students' educational activities, reflecting the level of development of meta-subject actions that perform the function of managing students' cognitive activity.

Action properties to be assessed include:

level (form) of action execution;

completeness (expansiveness);

reasonableness;

consciousness (awareness);

generality;

criticality:

mastery (P.Ya. Galperin, 1998).

The action level can appear in three main forms of action:

in the form of a real transformation of things and their material substitutes, a material (materialized - with substitutes - symbols, signs, models) form of action;

action in verbal, or speech, form;

action in the mind is the mental form of action.

The model for assessing the level of maturity of educational activities includes an assessment of the maturity of all its components:

motives,

features of goal setting,

educational activities,

control and evaluation.

When we want to convey to students a certain method of action, we need to:

– introduce students to a situation where they need to do something, but they don’t know how;

– develop together with them criteria (method) for assessing the result;

– give them the opportunity to construct a mode of action;

– ensure correct assessment of the result;

– analyze the reasons for discrepancies between the required and actual results (identify the shortcomings of the implemented method);

– develop with them the “correct” way of action (lead them to it);

– re-solve the problem (perform the action).

We, teachers, have to learn to organize the educational process in such a way that students master basic concepts simultaneously with the accumulation of experience in action, ensuring the development of the ability to learn, independently search, find and assimilate knowledge.

Literature

Alekseev N.A. Personally-centered learning: issues of theory and practice. – Tyumen, 1997.

Belova S. B. Pedagogy of dialogue: theory and practice of constructing humanitarian education. – M., 2006.

Borzenkov V.L. Pedagogical gaming technology. Methodology. Theory. Practice. – M., 2000.

Gadamer H.-G. Text and interpretation // Hermeneutics and deconstruction / ed. Stagmeier V., Frank X., Markova B.V. - St. Petersburg, 1999.

Danilchuk V. I. Humanitarianization of physical education in secondary school. Personal-humanitarian paradigm. – Volgograd, 1996.

Zanko S. F., Tyunikov Yu. S., Tyunikova S. M. Game and learning: in 2 hours - M., 1992.

Kolechenko A.K. Encyclopedia of educational technologies: a manual for teachers. – St. Petersburg, 2002.

Kudryavtsev V. T. Problem-based learning: origins, essence, prospects. – M., 1991.

Personally oriented education: phenomenon, concept, technology: monograph / rep. ed. V. V. Serikov. – Volgograd, 2000.

Psychological and pedagogical problems of specialized education for schoolchildren: collection of articles. scientific and methodological materials. – Stavropol, 2004.

V.V. Serikov “Teaching as a type of pedagogical activity: textbook. manual for students of higher educational institutions / V.V. Serikov; edited by V.A. Slastenina, I.A. Kolesnikova. – M.: Publishing Center “Academy”, 2008. – 256 p. – (Teacher professionalism).

Khutorskoy A.V. Methods of personality-oriented learning: How to teach everyone differently. – M., 2005.

Yakimanskaya I. S. Technology of personality-oriented education // Library of the journal “School Director”. – 2000. – Issue. 7.

The leading role in educational activities belongs to educational skills, thanks to which the student learns objective reality, enriches his experience, and masters the means of influencing the surrounding reality.

The most promising direction in the development of modern secondary general education is recognized as the formation of general educational skills and abilities of the student, the mastery of which opens up opportunities for the student’s broad orientation in various subject areas and ensures the individual’s need for continuous self-development and self-education throughout life. Based on this, in the context of this study, general academic skills are of particular interest.

The specificity of general educational skills is manifested in the fact that they are of a general scientific nature and are universal ways of obtaining and applying knowledge, in contrast to subject skills, which are specific to a particular area of cognition (I.Ya. Lerner, N.I. Loshkareva, V. .V. Kraevsky, A.V. Usova, etc.). This fact proves the legitimacy of modern science using as the term “general educational (generalized) skills” the synonymous concepts “general cognitive actions”, “general methods of activity”, “supra-subject actions”, “meta-subject actions” and “universal educational actions”. In this work, these categories are also given an identifying meaning.

Students' mastery of universal learning activities acts as the ability for self-development and self-improvement through the conscious and active appropriation of new social experience.

Universal learning activities create the opportunity for independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn. At the same time, information and communication technologies allow us to talk about more effective formation of universal educational activities for students.

Universal educational activities should be the basis for the selection and structuring of educational content, techniques, methods, forms of teaching, as well as the construction of an integral educational process.

Students' mastery of universal learning activities occurs in the context of different academic subjects and, ultimately, leads to the formation of the ability to independently successfully assimilate new knowledge, skills and competencies, including independent organization of the assimilation process, i.e. ability to learn.

The purpose of their use is to strengthen the intellectual capabilities of a person in the new information society towards which civilization is moving, as well as to intensify and improve the quality of education at all levels of the education system, the desire to develop the ability of schoolchildren for self-development and self-improvement.

The priority direction outlined in the new educational standard is the holistic development of the individual in the education system. It is ensured, first of all, through the formation of universal learning activities that create the opportunity for independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn. At the same time, knowledge, abilities and skills are considered as derivatives of the corresponding types of purposeful actions, i.e. they are formed, applied and maintained in close connection with the active actions of the students themselves.

The relevance of the formation of UDD is due to:

- new social demands, reflecting the transformation of Russia from an industrial to a post-industrial information society based on knowledge and high innovative potential;
- requirements of society for increased professional mobility and continuing education;
- social demands define the goals of education as the general cultural, personal and cognitive development of students, ensuring such a key competence of education as “teaching how to learn”

Universalization of the content of general education makes it possible to realize the basic requirements of society for the educational system:

- formation of the cultural identity of students as citizens of Russia;
- maintaining the unity of the educational space, continuity of levels of the educational system;
- ensuring equality and accessibility of education at different starting opportunities;
- achieving social consolidation and harmony in the context of growing social, ethnic, religious and cultural diversity of our society based on the formation of cultural identity and community of all citizens and peoples of Russia;
- the formation of universal educational actions that generate an image of the world and determine the individual’s ability to learn, cognition, cooperation, mastery and transformation of the surrounding world.

Thus, in the course of studying the scientific literature, we identified the features of universal educational actions, which are manifested in the fact that the actions:

1) are supra-subject and meta-subject in nature;
2) ensure continuity of all stages of the educational process;
3) form the basis for the organization and regulation of any student’s activity, regardless of its special subject content;
4) provide the stages of mastering educational content and developing the student’s psychological abilities;
5) ensure the integrity of general cultural, personal and cognitive development, self-development and self-improvement of the individual.

The problem of forming universal educational actions of students is determined by the strategic course of the modern personality-oriented paradigm of education. The new approach is aimed at providing conditions in the educational process for the development of students’ personalities, based on their individual characteristics as independent subjects of cognition. This provision comes from the research of many teachers and psychologists; it is also included in the second generation Federal State Educational Standard.

The basis of the Federal State Educational Standard is a system-activity approach, which assumes the recognition of the essential role of active cognitive activity of students, built on the basis of universal educational actions. As a result, students should have the ability to apply acquired knowledge, skills and abilities to solve theoretical and practical problems.

Any personal transformations are carried out in activity, therefore, organizing and guiding students’ independent work is an important task facing teachers of secondary schools. One of the means of developing the independence of schoolchildren can be universal educational activities focused on the development of cognitive activity and independence, the ability to quickly find and process information, interact with other people, etc.

Universal educational actions are formed as a result of the interaction of teaching all academic subjects, in each of which certain types of activities and, accordingly, certain types of educational actions predominate.

The formation of universal educational actions in the learning process is a fairly new problem for the methodology of teaching general education subjects. At the same time, in school practice, increasing attention is being paid to the formation of universal educational activities. Therefore, it is important to study the current state of the problem of the formation of universal educational actions in order to clarify the prospects for the development of this issue in pedagogical science and to substantiate the theoretical foundations of lifelong education in modern society.

As part of the research of the Department of Pedagogy of the Russian State Pedagogical University named after. A.I. Herzen was attended by 70 teachers and 170 7th grade students from schools in Russian cities.

Analysis of respondents' answers allows us to draw the following conclusions: 63% of teachers incorrectly define the concept of “universal learning activities” or interpret it with errors. And 13% of respondents left this question without any answer at all. Such indicators can only be caused by teachers’ formal familiarization with new regulatory documents and a negative attitude towards changes in the educational sphere that are already established in our country.

At the same time, the overwhelming majority (77%) of the teachers surveyed believe that it is necessary to develop universal educational activities in secondary schools.

Answering the question about how often teachers are guided by the principle of developing universal learning activities in practice, 43% answer that they systematically develop universal learning activities in the classroom. 39% turn to the formation of universal educational actions only occasionally. About 17% of respondents do not develop universal learning activities at all or find it difficult to answer.

Not all teachers who consider it necessary to develop universal learning activities in the classroom carry out this activity in real practice. The content of various school subjects and the corresponding teaching methods and technologies have certain specifics. Therefore, it was important to identify what types of universal educational activities, in the opinion of teachers, are predominantly developed in relation to general education subjects.

The vast majority of teachers surveyed (91%) believe that the most important thing for school education is the development of cognitive universal learning activities. In their opinion, it is necessary to pay almost three times less attention to communicative and personal universal educational activities. In last place in importance were regulatory universal learning activities, mentioned by only 23% of respondents. This significant gap in the cognitive group can be explained by several reasons. There is no sharp line separating universal educational actions; they are all interconnected, similar elements and operations are found in different groups of different universal actions. Therefore, cognitive universal educational actions, to one degree or another, include both personal meaning and elements of educational communication, regulation and reflection of the process and result of activity. In addition, the school for a long time performed the function, first of all, of a translator of ready-made knowledge, placing the cognitive aspect of activity above the rest.

To the question: “What types of universal educational activities should be formed first of all when studying in a basic school?” 60% of teachers consider it essential to create activity algorithms when solving problems of an educational, research and creative nature and the ability to apply information retrieval methods, including using computer tools, and analysis of the information received. 47% of the surveyed teachers indicated such types as independent identification and formulation of a cognitive goal and reflection on the methods and conditions of activity, control, evaluation and correction of the process and results of activity. Less popular have become: communication with the teacher and peers, planning educational activities, knowledge of moral standards and the ability to highlight the moral aspect of behavior.

It should be noted that the leading positions again remained with those types of universal learning activities that belong to the cognitive group.

The category of “universal educational activities” was introduced into science and school practice relatively recently, so teachers face a number of difficulties in their formation. The main problems in the formation of universal educational actions, according to the results of the study, are: lack of time in lessons, lack of special methods, operational algorithms for the formation and evaluation of universal educational actions, problems of developing the motivational component of educational activities, difficulties associated with establishing interdisciplinary connections in order to form universal educational actions and etc.

Thus, as a result of the teacher survey, the following conclusions can be drawn. Teachers currently do not yet fully understand the essence of “universal educational actions.” But active discussions of this issue in all educational spheres make teachers interested in this category and realize its importance in modern educational conditions. Teachers consider it necessary to form universal learning activities and actively develop them in their lessons, but at the same time they focus specifically on the cognitive group. This may be due to the fact that for a long time the primary task for school education was the transfer of knowledge to students and the acquisition of subject skills, while issues of students’ personal development were less relevant. Despite the variety of teaching methods and technologies, when forming universal educational activities, teachers most often use the traditional lesson, research and practical activities in class and in extracurricular activities.

Analysis of psychological and pedagogical literature allowed us to conclude that the success of developing skills is determined by the following methodological conditions:

1) motivating students to perform certain actions in the process of solving educational problems;
2) clarity and accessibility of the tasks that students must solve during educational activities;
3) organizing students’ activities to master individual actions based on the use of a system of tasks; including the inclusion of interdisciplinary tasks that allow the learning activity to be “transferred” to new content;
4) the presence of a clear and clear idea of the structure of the skill being formed and the methods of performing the activity; development and application, in order to develop universal educational actions, of special algorithms that reveal the essence and sequence of operations, methodological “tips”, etc.;
5) reliance on internal mental mechanisms for the development of methods of activity, proposed by outstanding psychologists - Vygodsky L.S., Galperin P.Ya, etc.;
6) gradual increase in the level of independence of schoolchildren when performing educational activities;
7) a comprehensive assessment of the level of formation of universal actions, which includes an assessment of the formation of all its components: motives, features of goal setting, educational actions (operations), control and reflection.

Considering the above, there is a need for scientific research, comprehension and creation of special methods, including goals, content and various methods and techniques aimed at the formation of universal educational actions that will be the basis for the development of students.

Whether you're learning a new language, learning to cook, mastering a musical instrument, or just training your memory, you'll benefit from learning how your brain processes new information.

Each person is unique, but during the learning process we all exhibit similar psycho-physiological tendencies. Understanding these patterns will help you develop the most effective strategy for acquiring new knowledge.

Let's look at 6 basic learning principles that everyone should know.

1. Visual information is absorbed best

50% of brain resources are spent on visual perception. Think about it for a minute: exactly half of your brain activity is occupied by vision and understanding what you see, and only the remaining part goes to other receptors and internal processes of the body.

However, vision is not only the most energy-consuming channel of perception. Its influence on other senses is so great that it can sometimes significantly distort the meaning of the information received.

50% of brain activity is used to process visual information.
70% of incoming information passes through visual receptors.
It takes 100 ms (0.1 second) to decipher a visual scene.

An example of such an influence is an experiment in which more than fifty passionate wine fans were unable to determine whether the drink in front of them was red or white wine. Before the tasting began, the experimenters mixed a tasteless and odorless red pigment into the white wine. As a result, all the subjects, without exception, claimed that they were drinking red wine - the influence of the appearance of the drink on the taste buds was so strong.

Another surprising discovery was that the brain perceives text as a set of images, so reading this paragraph now, in fact, you are doing a lot of work to decipher many “hieroglyphs”, which are letters, into semantic units.

In this regard, it becomes clear why reading takes so much effort compared to viewing illustrations.

In addition to static visual objects, we also pay special attention to everything that moves. That is, drawings and animation are the best companions when learning something, and all kinds of cards, images and diagrams can serve as a good tool for successfully mastering new information

2. First the essence, then the details

Trying to master a large amount of new information at once, you risk creating a terrible mess in your head. To avoid this, stay connected to the big picture: when you learn something new, go back and see how it relates to what you already know - this will help you avoid getting lost.

Essentially, the human brain tends to pick up the big picture first and then the details, so why not use this natural ability to your advantage?

Having received a portion of knowledge, find a place for it in the general system - this will significantly increase your chances of memorization. Also, before studying something, it can be useful to understand the general essence first: knowing what will be discussed as a whole serves as a support for the nervous system to perceive smaller details.

Imagine that your memory is a closet with a bunch of shelves: every time you add a new thing to it, you think about which category it belongs to. For example, you bought a black sweater and you can put it on the black rack, sweater rack, or winter rack. Obviously, in reality you can't place one thing in several places at once, but hypothetically these categories exist, and your neurons regularly do this work of correlating new incoming information with existing information.

By making graphs and notes about the place of the subject being studied in the overall picture of knowledge, you will achieve better assimilation of information.

3. Sleep significantly affects memory and learning ability

Research has shown that learning new information followed by a good night's sleep has a positive effect on retention of knowledge. In an experiment on the development of motor skills, participants who had 12 hours before the test and the opportunity to sleep showed 20.5% progress, while another group, in which learning a new skill and testing it fell on the same day with a difference of 4 hours, achieved only an improvement by 3.9%.

However, modern people do not always have the opportunity to get a full night's sleep, and in such cases a short nap during the day comes to the rescue. University of California experiment ( The University of California) found that students who were asked to take a short nap after completing a difficult task performed much better on a similar exercise after sleep than those who remained awake between the two tests.

Sleeping before learning new material can also be very helpful. Dr Matthew Walker ( Dr. Matthew Walker), who led the study, states that “sleep prepares the brain for new knowledge and makes it like a dry sponge, ready to absorb as much moisture as possible.”

Learn a new skill or read about something before you go to bed: when you get up and try to remember what you learned before bed, you'll be surprised how much you remember.

4. Lack of sleep affects cognitive performance

Without a complete understanding of the nature of sleep and its purpose, sometimes we neglect this natural need, causing ourselves to lack it, or...

But despite the fact that the process of sleep itself has not been fully studied, scientists have long known what its absence leads to: high nervous tension, increased caution, risk avoidance, reliance on old habits, as well as susceptibility to various diseases and physical injuries, so how tired organs lose their normal tone.

Lack of sleep also affects cognitive activity: the ability to assimilate new information is reduced by 40%. From this point of view, good sleep and a fresh mind in the morning can bring much more benefits than staying up all night studying work or textbooks.

irritability
cognitive disorders
memory lapses, forgetfulness
amoral behavior
non-stop yawning
hallucinations
symptoms similar to ADHD (attention deficit hyperactivity disorder)
slow motion
trembling of limbs
muscle pain
lack of coordination
heart rhythm disorder
risk of heart disease
risk of diabetes
growth suppression
obesity
elevated temperature

Harvard Medical School ( Harvard Medical School) conducted a study that found that the 30 hours following training are the most critical for consolidating new knowledge, and lack of sleep during this period can negate all your efforts, even if after these 30 hours you get a good night's sleep.

Therefore, leave nighttime gatherings in the past: the most productive time for learning new things is during the daytime, when you are alert and full of energy, and for the best memory of information, do not forget to immediately get a good night's sleep.

5. We remember information best when we teach others.

When we have to explain to others what we ourselves have just learned, our brain assimilates the information much better: we organize it more clearly in our minds, and our memory retains the main points in more detail.

A group of participants in one experiment were told that they would take a test to test the knowledge they had just acquired, while a second group had to prepare to explain this information to others. As a result, all subjects passed the test, but those who thought that they would have to teach someone remembered the material much better than others.

Study author, Dr. John Nestozhko ( Dr. John Nestojko), says that the psychological state of students before and during training can have a great influence on the cognitive process. " To get students in the right frame of mind, sometimes it’s enough to give them a couple of simple instructions.", he states.

Although we are not always aware of it, the need to convey our knowledge to others forces us to use more effective methods: we better highlight the main points, more easily establish connections between various facts, and more carefully organize the information received.

6. Information is remembered better when it alternates with other information.

"Block Practice" ( block practice) is a fairly common approach to learning, so named by University of California scientist Dick Schmidt ( Dick Schmidt). This approach involves learning the same things in blocks, that is, by repeating information or a skill over and over again over a long period of time, such as continuously reading a history textbook or perfecting a single tennis serve.

Schmidt himself advocates a fundamentally different method, based on the alternation of information in the learning process. His colleague, Bob Bjork, is researching this approach in his psychology laboratory by presenting participants with paintings from two different artistic styles, with some subjects studying the works in blocks of 6 paintings in each style, while others view the paintings one at a time.

As a result, subjects who were shown pictures in blocks were much worse able to distinguish one style from another (30% correct answers) compared to those who looked at pictures of different styles mixed (60%).

Surprisingly, before the experiment began, about 70% of the participants said that they found the block approach more effective and that it helped them in their learning. As you can see, our everyday ideas about the cognitive process are often far from reality and need clarification.

Björk believes that the alternation principle works better because it relies on the brain's natural ability to recognize patterns and the differences between them. As for learning new information, the same principle helps to notice new things and relate them to existing data.

This approach can be used when preparing for exams, when you improve not each skill separately, but one by one: oral, written speech and listening comprehension when learning a foreign language, right and left serves in tennis, etc.

As Björk says, we all need to learn how to learn. " Almost every job involves continuous learning, and understanding how you can influence the effectiveness of this process will greatly improve your chances of success.».

Federal State Standard (FSES) is a set of requirements mandatory for the implementation of basic educational programs.

An indispensable requirement of the Federal State Educational Standard is the formation of universal learning activities (ULA) in lessons and in extracurricular activities.

UUDs teach learning, that is, they develop a person’s ability to self-improvement through the assimilation of new social experience. Students' mastery of universal learning activities occurs in the context of different academic subjects and leads to the formation of the ability to independently successfully assimilate new knowledge, skills and competencies, including independent organization of the assimilation process, i.e. the ability to learn.

The functions of universal educational actions include:

ü ensuring the student’s ability to independently carry out such an action as learning, set educational goals, seek and use the necessary means and ways to achieve them, monitor and evaluate the process and results of the activity;

ü creating conditions for the harmonious development of the individual and his self-realization based on readiness for lifelong education, the need for which is due to the multiculturalism of society and high professional mobility;

ü ensuring the successful acquisition of knowledge, skills and abilities and the formation of competencies in any subject area.

The changes taking place in modern society require accelerated improvement of the educational space, determination of educational goals that take into account state, social and personal needs and interests. In this regard, ensuring the developmental potential of new educational standards becomes a priority. The system-activity approach that underlies the development of new generation standards allows us to highlight the main results of training and education and create navigation for the design of universal educational activities that students must master.

Logic of development of universal educational actions is built according to the formula: from action to thought. Personal development in the education system is ensured through the formation of universal educational activities. Students' mastery of universal learning activities creates the opportunity for independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, i.e. learning skills. The development of the media and the Internet leads to the fact that school ceases to be the only source of knowledge and information for students. What is the school's mission? Integration, generalization, comprehension of new knowledge, linking it with the child’s life experience based on the formation of the ability to learn (teach YOURSELF) - this is the task for which there is no replacement in school today. In the public consciousness, there is a transition from an understanding of the social purpose of the school as a task of simple transfer of knowledge, skills and abilities from teacher to student to a new understanding of the function of the school.

Universal learning activities (UAL) – the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience; a set of student actions that ensure his cultural identity, social competence, tolerance, ability to independently acquire new knowledge and skills, including the organization of this process.

The priority goal of school education becomes student development capabilities on one's own set educational goals, design ways to implement them, monitor and evaluate your achievements. In other words, the formation of the ability to learn. The student himself must become the “architect and builder” of the educational process. Achieving this goal becomes possible thanks to the formation of a system of universal educational activities. Modern education requires clear answers to key issues: For what (goals and values), why (content) and How (technology) needs to be taught to the younger generation.

What is important for a person’s life is not the presence of savings for future use, a stock of some kind of internal baggage of everything learned, but the manifestation and ability to use what is there, that is, not structural, but functional, activity-based qualities. New social demands of society determine educational goals How general cultural, personal and cognitive development of students, providing such key competence of education How " teach to learn " In this regard, the most important task of the modern education system is the formation of a set of “universal educational actions” that ensure the individual’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience, and not just the mastery by students of specific subject knowledge and skills within individual disciplines.

The term “universal learning activities” (UAL):

Ø in a broad sense it means the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience;

Ø in a narrower (actually psychological meaning) it is defined as a set of student actions that ensure his cultural identity, social competence, tolerance, ability to independently acquire new knowledge and skills, including the organization of this process.

The Program for the Development of Universal Learning Activities identifies four UUD blocks.

1. Personal UUD provide students with value-semantic orientation (the ability to relate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. In relation to educational activities, two types of actions should be distinguished:

The action of meaning-making;

The action of moral and ethical assessment of the acquired content.

2. Regulatory UUD provide students with organization of their educational activities. These include:

 goal setting;  planning;  forecasting; control in the form of comparison of the method of action and its result; correction;  assessment.

3. Cognitive UUD include: general educational, logical actions, actions of posing and solving problems.

Logical actions are of the most general nature and are aimed at establishing connections and relationships in any field of knowledge. Within the framework of school education, logical thinking is usually understood as the ability and ability of students to perform simple logical actions (analysis, synthesis, comparison, generalization, etc.), as well as compound logical operations (construction of negation, affirmation and refutation as the construction of reasoning using various logical schemes ). The nomenclature of logical actions includes: 1) comparison (for the purpose of identifying identities of difference, determining common features and drawing up a classification);

2) identification (with the aim of including them in a particular class);

3) analysis - isolating elements and “units” from the whole, dividing the whole into parts;

4) synthesis - composing a whole from parts, including independently completing, replenishing the missing components;

5) seriation – ordering of objects according to a selected basis;

6) classification – assigning an item to a group based on a given characteristic; 7) generalization - generalization and deduction of commonality for a whole series or class of individual objects based on the identification of essential connections;

8) proof – establishing cause-and-effect relationships, building a logical chain of reasoning, proof;

9) summing up the concept - recognizing objects, identifying essential features and their synthesis.

4. Communicative UUD provide social competence and conscious orientation of students to the positions of other people (primarily a partner in communication or activity), 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 cooperation with peers and adults.

Techniques for the formation of universal educational actions

An important UUD is training in information search techniques– one of the most popular tasks in practice. The main modern sources of information are the global Internet and printed sources. Printed sources and, first of all, textbooks continue to be an important and reliable source of information. Various techniques for working with textbook text are recommended:

o find the place in the textbook where the object shown in the picture is described;

o clarify the text, simplify it so that the meaning is not lost (exercise “editor”);

o pose questions to this paragraph;

o make a judgment based on the text of the paragraph;

o highlight key words in a text passage;

o tell by reference words (expand information);

o fill in the “blind text” with terms from the topic you are studying;

o create a table (collapse information);

o make a plan for studying the topic;

o compose a set of topic concepts;

o make sentences on the topic using the words “since”, “because”, “therefore”, “if, then”;

o encode the concepts of the topic into symbols, a system or sequence of symbols;

o make different sentences with the same concept.

To form and develop the ability to “collapse” information, you can use the diagramming algorithm:

 write down the topic, highlight key words;

 find the main sections of the text, give them names;

 establish relationships (arrows, blocks);

 give examples.

Formation of UUD at different stages of the lesson

I. Problem situation and updating of knowledge .

Example No. 1.How do you think…? What associations do you have when...? What should people know about...?).

Regulatory learning activities: the ability to independently detect and formulate an educational problem.

Personal AUD: the ability to assess life situations from the point of view of a safe lifestyle and maintaining health.

II . Collaborative discovery of knowledge.

Example No. 2.In… year…. studied …. What properties and signs... are described in the story? Outline the steps required to explore the data...? Try to formulate the topic and objectives of the lesson.

Regulatory learning activities: the ability to independently determine the purpose of educational activities. Example No. 3. Consider... Compare... What is their difference? Find ... in the textbook, what are the names of ...? Why?

Example No. 4. There are models on the board... There is a letter on the back of the model. If you choose the right pairs - name and form - you get a word that means ... (key). Match the shapes and their names and make a cluster...

Cognitive UUD: the ability to use sign-symbolic means, perform actions according to an algorithm, the ability to build logical reasoning, including the establishment of cause-and-effect relationships.

Example No. 5.Cognitive UUD: the ability to master semantic reading - independently read factual, subtextual, conceptual information.

Reading the text and then completing tasks: Why might you need knowledge about...? Draw a conclusion about the meaning... and write it down in your notebook.

III . Independent application of knowledge.

Example No. 6.Task: complete the sentences using the text of the paragraph.

Exercise. Correlate the definitions with the studied terms and concepts.

Cognitive UUD: the ability to analyze, compare, classify and generalize facts and phenomena.

IV. Reflection.

Example No. 7. 3Finish the sentences and evaluate the work of your desk mate.

1. Do you know that today in class I...

2. What I liked most was...

3. The most interesting thing in the lesson today was...

4. The most difficult thing for me today was...

5. Today in class I felt...

6. Today I realized...

7. Today I learned...

8. Today I thought...

9. Today's lesson showed me...

10. For the future I need to keep in mind...

Personal learning skills: the ability to evaluate assimilated content.

Communicative skills: the ability to listen and engage in dialogue.

Students' mastery of universal learning activities creates the opportunity for independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn.

Sections: General pedagogical technologies

The relevance of the formation of UDD is due to:

– new social demands, reflecting the transformation of Russia from an industrial to a post-industrial information society based on knowledge and high innovative potential;

– society’s demands for increased professional mobility and continuing education;

– social demands define the goals of education as the general cultural, personal and cognitive development of students, ensuring such a key competence of education as “teaching how to learn”

Universalization of the content of general education makes it possible to realize the basic requirements of society for the educational system:

– Formation of cultural identity of students as citizens of Russia.

– Preservation of the unity of the educational space, continuity of levels of the educational system.

– Ensuring equality and accessibility of education at different starting opportunities.

Personal development in the education system is ensured through:

– the formation of universal educational actions that act as an invariant basis for the educational and educational process;

– universal educational actions, as generalized actions that generate a broad orientation of students in various subject areas of knowledge and motivation to learn.

Functions of universal learning activities include:

ensuring the student’s ability to independently carry out learning activities, set educational goals, seek and use the necessary means and methods of achievement, monitor and evaluate the process and results of the activity;
creating conditions for personal development and self-realization based on readiness for lifelong education, “teaching to learn” competence, tolerance of life in a multicultural society, high social and professional mobility;
ensuring the successful acquisition of knowledge, skills and abilities and the formation of a picture of the world and competencies in any subject area of cognition.

The universal nature of UUD is manifested in the fact that they:

are supra-subject, meta-subject in nature;
ensure the integrity of general cultural, personal and cognitive development and self-development of the individual;
ensure continuity of all levels of the educational process;
are the basis for the organization and regulation of any student’s activity, regardless of its specific subject content;
provide stages of mastering educational content and developing the student’s psychological abilities.

The formation of universal educational actions in the educational process is determined by three complementary provisions:

The formation of universal educational actions as the goal of the educational process determines its content and organization.
The formation of universal educational actions occurs in the context of mastering various subject disciplines.
Universal educational actions, their properties and qualities determine the effectiveness of the educational process, in particular the acquisition of knowledge and skills; formation of the image of the world and the main types of competencies of the student, including social and personal competence.

Universal educational activities are identified based on an analysis of the characteristics of educational activities and the process of assimilation, namely, in accordance with:

with structural components of targeted learning activities;
with the stages of the assimilation process;
with the form of implementation of educational activities - in joint activities and educational cooperation with the teacher and peers or independently.

Included main types of universal educational actions Five blocks can be distinguished:

– personal;

– regulatory (including also actions of self-regulation);

- informative;

– sign-symbolic;

– communicative

Regulatory universal educational activities:

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

Cognitive universal educational activities:

– general educational universal educational activities;

– logical universal educational actions.

independent identification and formulation of a cognitive goal;
search and selection of necessary information; application of information retrieval methods, including using computer tools;
structuring knowledge;
choosing the most effective ways to solve problems depending on specific conditions;
reflection on methods and conditions of action, control and evaluation of the process and results of activity;
semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose;

General educational universal activities include:

the ability to adequately, consciously and arbitrarily construct a speech utterance in oral and written speech, conveying the content of the text in accordance with the purpose (detailed, concise,
selectively) and observing the norms of text construction (compliance with the topic, genre, style of speech, etc.);
formulation and formulation of the problem, independent creation of activity algorithms when solving problems of a creative and exploratory nature;
action with sign-symbolic means (substitution, encoding, decoding, modeling).

comparison of concrete sensory and other data (in order to highlight identities/differences, determine common features and draw up a classification);
identification of concrete sensory and other objects (with the aim of including them in a particular class);
analysis – isolating elements and “units” from the whole; dismemberment of the whole into parts;
synthesis - composing a whole from parts, including independently completing, replenishing the missing components;
seriation – ordering of objects according to a selected basis.

Universal logical actions:

classification – assignment of an object to a group based on a given characteristic;
generalization – generalization and deduction of commonality for a whole series or class of individual objects based on the identification of essential connections;
proof – establishing cause-and-effect relationships, building a logical chain of reasoning, proof;
summing up the concept - recognizing objects, identifying essential features and their synthesis;
conclusion of consequences;
establishing analogies.

provide specific ways to transform educational material, represent modeling actions that perform the functions of displaying educational material;
highlighting the essential;
separation from specific situational meanings; formation of generalized knowledge.

Sign-symbolic universal educational actions:

modeling – transformation of an object from a sensory form into a model, where the essential characteristics of the object are highlighted (spatial-graphic or sign-symbolic);
model transformation - changing the model in order to identify general laws that define a given subject area.

Communicative universal actions:

planning educational cooperation with the teacher and peers - determining the purpose, functions of participants, methods of interaction;
asking questions – proactive cooperation in searching and collecting information;
conflict resolution - identification, identification of problems, search and evaluation of alternative ways to resolve conflicts, decision-making and its implementation;
managing the partner’s behavior – monitoring, correction, evaluation of the partner’s actions;
the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

Criteria for assessing the formation of universal educational activities

compliance with age-psychological regulatory requirements;
compliance of the properties of universal actions with predetermined requirements.
the formation of students' educational activities, reflecting the level of development of meta-subject actions that perform the function of managing students' cognitive activity.

Action properties to be assessed include:

level (form) of action execution;
completeness (expansiveness);
reasonableness;
consciousness (awareness);
generality;
criticality:
mastery (P.Ya. Galperin, 1998).

The action level can appear in three main forms of action:

in the form of a real transformation of things and their material substitutes, a material (materialized - with substitutes - symbols, signs, models) form of action;
action in verbal, or speech, form;
action in the mind is the mental form of action.

The model for assessing the level of maturity of educational activities includes an assessment of the maturity of all its components:

motives,
features of goal setting,
educational activities,
control and evaluation.

When we want to convey to students a certain method of action, we need to:

– introduce students to a situation where they need to do something, but they don’t know how;

– develop together with them criteria (method) for assessing the result;

– give them the opportunity to build a method of action;

– ensure correct assessment of the result;

– analyze the reasons for the discrepancies between the required and actual results (identify the shortcomings of the implemented method);

– develop together with them the “correct” method of action (lead them to it);

– re-solve the problem (perform the action).

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