Modern problems of the formation of universal educational actions in students in secondary school. The portal of education of an independent successful assimilation of new knowledge

Improving the quality of the educational process
Through the formation of cognitive Wood

Irina Gurievna,
teacher GBOU SOSH №188 with in-depth
Learning world artistic culture
Krasnogvardeisky district of St. Petersburg

From the first of September 2011, the second generation standards entered into force, therefore the need for a more close study of those new requirements that society nominates and time will arise. I want to bring the thesis from the speech of the president Russian Federation D. Medvedev at a meeting of the Council under the President of the Russian Federation on Science, Technology and Education, held October 15, 2008: "The issue of systemic changes in the school concerns almost any person in our country and is one of the key elements national Development" What is the introduction of new educational standards?

IN soviet period Our state has a brilliant thoughtful and spent system of education, clearly performing the social order of the state and society, and in the point of view of the formation of the scientific potential of the country we were ahead of most states. However, change state system, and from here- and public relations and sociocultural environment Most professional teachers Notice that much of the fact that yesterday gave tangible results in education, today "does not work" or is not inefficient enough.

Currently, it is increasingly necessary to say that the traditional approach to learning does not justify themselves that students are able mainly to reproduce the knowledge transferred to them by the teacher, and to apply them to practical life They are not able. The student seems to learn knowledge, memorizes the basic rules, but, facing real life situations, cannot apply these knowledge, since he does not participate in the school, which would show the use of knowledge gained during training in practice. The weakest place was the ability to integrate knowledge, as well as apply them to obtain new knowledge. It is not by chance that modern school philosophers call the trap put on a man on his way. Transferring to children "drawing" knowledge, alienated from their own experience, the school brings up the consumer, at best, the hectare of the encyclopedist and loses the Creator and Worker.

It is impossible today not to take into account the fact that students are already in primary school Do not want to learn, they have a weak motivation to get new knowledge. The student is no longer satisfied with the explanation of the teacher that he needs one or another material just because he will come in handy in adulthood after graduation, that is, in a few years. Psychologists note that modern children are in many ways different from students of the 80-90 years of the last century. First, modern children are more informed practically on any issues. If earlier children felt a certain information hunger, today through all sorts of sources they are practically forcibly "loaded" by information. Because The information is sometimes controversial in nature, it causes modern schoolchildren from modern schoolchildren a state of anxiety and uncertainty. Secondly, another quality of modern children should be called the feeling of their "I" in the world, and the consequence of this is a freer and independent behavior than in children in the past years. Thirdly, children today more incredulously belong to the words and actions of adults than, say, 15 years ago. Therefore, we need to be ready psychologically to the fact that not all of what we have said will be taken on faith. Separately, it should be noted that modern children overwhelmingly ceased to play collective "yard" games. They were replaced by television and all kinds of computer games. As consequently, children who do not possess communication skills and practically non-socialized, i.e. Do not understand how to behave in the team of peers, which exist norms of behavior.

Changes occurring in modern society, rapid development of science and technology, creating new information technologies require the definition of new education goals. The rate of updating knowledge today is so high that throughout life a person has to be repeatedly repaid, mastering new professions. Even after completing the university, the young man is unlikely to immediately start working in a specialty, most often after the institute he has to retrain immediately to interest the employers. Therefore, continuing education becomes reality and the need for a person's life.

Maybe educational activities be another? A positive answer to this question has long been found by children's psychology and pedagogy. Psychological and pedagogical studies show that the formation of a student's personality and its promotion is carried out not when he perceives ready-made knowledge, and in the process of its own activity aimed at the "opening" of them of new knowledge.

What is the task of the school? Integration, generalization, understanding of new knowledge, linking them with a child's life experience based on the formation of the ability to learn (teach themselves) - this is the task, in whose decision there is no replacement today! Modern, the information society requests a person's person who can learn independently and reincarnated During the constantly lengthened life, ready for independent actions and decision-making.

Priority modern educationGuaranteeing its high quality, becomes training focused on self-development and self-realization of the individual. The purpose of education today is the personal, cognitive and general cultural development of students, ensuring the formation of key competencies, among which the "ability to learn" leads.

Today I was not just a request for a person, but to a person who should have a whole set of qualities:

Independence in decision making and choosing;

Ability to respond to their solutions;

The ability to bear responsibility for itself and for loved ones;

Readiness to actions in non-standard situations;

Possession of teachings and readiness for constant retraining;

Having a set of competencies, both key and in various areas of knowledge, etc.

It is clear that the task of growing the personality over the years of school studies with such qualities is extremely difficult, but we will not forget that another path, if we want to live in legal society, we have no. And new goals require new approaches to their implementation.

The achievement of this goal is possible due to the formation of a system of universal educational actions (UUD), mastering which gives students the possibility of independent successful assimilation of new knowledge, skills and competencies based on the formation of the ability to learn.

In a wide range, the term "universal learning actions" means self-development and self-improvement by conscious and active assignment of the new social experience. In a narrower (actually psychological meaning), the term "universal learning actions" can be defined as a set of student's actions that ensure its cultural identity, social competence, tolerance, the ability to independently assimilate new knowledge and skills, including the organization of this process.

The formation of common cooperative actions in progressive pedagogy has always been considered as a reliable way to dramally improve the quality of learning. As the famous parable says to feed the hungry person you can catch fish and feed it. And you can do otherwise - to teach fishing, and then a person learned by fishing will never remain hungry.

So, what do universal learning activities give?

They are:

Provide an student opportunity to independently carry out the activities of the exercise, put training goals, search and use the necessary means and ways to achieve them, be able to control and evaluate learning activities and its results;

Create conditions for the development of the personality and its self-realization based on the "ability to learn" and cooperate with adults and peers. The ability to learn in adulthood provides personal readiness for continuing education, high social and professional mobility;

Provide a successful learning of knowledge, skills and skills, the formation of a picture of the world, competencies in any subject matter of knowledge.

Universal character Wood manifests itself in the fact that they:

1) wear an appropriate, meta-delimited character;

2) ensure the integrity of the general cultural, personal and cognitive development and self-development personality;

3) ensure the continuity of all levels of the educational process;

4) underlie the organization and regulation of any student activity regardless of its special and subject matter;

5) provide stages of learning and formation psychological abilities student.

As part of the main types of universal training actions, you can allocate:

-Wine;

-regulative;

-condivatives;

- Communicative.

Cognitive universal learning activitiesinclude:

1. Overlook,

2. logical,

3. Estimates and solving problems.

Generalical universal actions include:

1. The mixing and formulation of a cognitive goal;

2. Search and selection necessary information; Application of information retrieval methods, including using computer tools:

3. Symbolic - modeling - transformation of an object from a sensual form in a model where the essential characteristics of the object (spatial-graphic or iconic-symbolic) and the conversion of the model in order to identify general laws defining this subject area;

4. The ability to structure knowledge;

5. Semantic reading as an understanding of the purpose of reading and choosing a type of read depending on the target; extracting the necessary information from the listened texts of various genres; definition of primary and secondary information; free orientation and perception of texts of different styles;

Universal logic actionsinclude:

1. Analysis of objects in order to allocate signs (significant, insignificant)

2.Sintez as a compilation of a whole of parts;

3. Selection of grounds and criteria for comparison, classification of objects;

4. Application under the concepts, deregulation;

5. Establishing causal relationships,

6. The construction of the logical chain of reasoning,

7.Ort;

8. Move the hypotheses and their rationale.

It is very important that the training system begins to change already in elementary school, because the personality of the student, his worldview, desire to learn is to be formed. New educational standards have already been introduced at the initial learning step, new standards of the main standards will be introduced in the near future. general Education . Exactly the initial stage school learning It should provide cognitive motivation and interests of students, readiness and ability to cooperate a student with a teacher and classmates, to form the basics of moral behavior defining the attitude of the personality with society and the surrounding people. While the task of basic general education develops and improve those universal learning activities that will be laid in primary school.

Wood formation is impossible if the educational process is organized in an old manner.You can not teach a child to learn without putting it in an active position. Just lectures and retelling the textbook can not do ...

"If you want to learn to jump - you need to jump." Also with universal learning actions. To learn to plan, you need to plan, and to learn how to systematize information - it is necessary to master the forms in which you want to analyze and recycle information.

So, the role of the teacher is changing - now he is the tutor, the organizer of the development of the student who understands and knows how not only to give knowledge to the child, but also use a lesson for the development of regulatory, communicative, cognitive training actions. I would like to remember the words of the world famous Bruce Lee, who believed: "The teacher does not open truth, he is a guide of the Truth, which each student must discover himself. A good teacher is only a catalyst. "

We all follow "from spontaneousness to a targeted and planned formation of universal training actions."

Leading role in learning activities belongs to the training skills, thanks to which the student learns objective reality, enriches his experience, mastering the means of exposure to the surrounding reality.

The most promising direction of the development of modern secondary general education recognized the formation of general educational skills and student skills, mastering the possibilities for a wide orientation of the student in various subject areas, Provides the need of an individual to continuous self-development and self-education throughout life. Based on this, in the context of this study, general educational skills and skills are of particular interest.

The specifics of general educational skills are manifested in the fact that they are general scientific and are universal ways to obtain and apply knowledge, in contrast to subject skills, which are specific to one or another region of knowledge (I.Ya. Lerner, N.I. Noskareva, in . Kraevsky, A.V. Usova, etc.). This fact proves the legality of using modern science As a term "general educational (generalized) skills and skills" synonymous concepts of "general consumerial actions", "General ways of activity", "Supplemental Actions", "MetaPered Actions" and "Universal Training Actions". In this paper, these categories are also attached to identifying.

Passing by students by universal training acts as the ability to self-development and self-improvement through conscious and active assignment of new social experience.

Universal educational actions create an independent successful learning 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 learning actions of students.

Universal training should be based on the basis for the choice and structuring of the content of education, techniques, methods, forms of training, as well as the construction of a holistic education educational process.

Mastering students of universal learning actions occurs in the context of different training items and, ultimately, leads to the formation of the ability to successfully absorb new knowledge, skills and competence, including independent organization The process of assimilation, i.e. The ability to learn.

The purpose of their application is to strengthen the intellectual possibilities of a person in the new information society, to which civilization is underway, as well as intensification and improving the quality of education at all levels of the education system, the desire to develop schoolchildren's ability to self-development and self-improvement.

The school is changing rapidly today, trying to keep up with the times. The main change in society affecting the situation in education is to accelerate the pace of development. So, the school must prepare his students for the life that herself does not know yet.

Therefore, today it is important not so much to give a child as many specific subject knowledge and skills as part of individual disciplines, but to arm it with such universal methods that will help him develop and self-improvement in a continuous changing society through conscious and active assignment of new social experience. That is, the most important task modern system Education is the formation of a combination of "universal training actions", which ensure the competence of "teach to learn." It is about this that we are talking in the standards of the second generation.

A priority direction marked in the new educational standardis the holistic identity development in the education system. It is provided primarily through the formation of universal training actions, which create the possibility of independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, learning skills. At the same time, knowledge, skills and skills are treated as derivatives from the corresponding species of targeted actions, i.e. They are formed, applied and persisted in close relationship 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 the industrial to post-industrial information society based on knowledge and high innovative potential;
• - requirements of society in high professional mobility and continuous education;
• - Social requests determine the objectives of education as the general cultural, personal and cognitive development of students, providing such key competence of education as "to teach learning

The universalization of the content of general education allows to implement the basic requirements of the Company to the educational system:

• - the formation of the cultural identity of students as citizens of Russia;
• - Conservation of unity educational space, continuity of the stages of the educational system;
• - ensuring equality and availability of education under various starting capabilities;
• - achieving social consolidation and consent in the context of the growth of social, ethnic, religious and cultural diversity of our society on the basis of the formation of cultural identity and the community of all citizens and peoples of Russia;
• - the formation of universal academic actions that generate the image of the world and determining the ability of the person to study, knowledge, cooperation, the development and transformation of the surrounding world.

Thus, during the study scientific literature We have identiced the features of universal training actions that are manifested in the fact that actions:

• 1) wear an appropriate and meta-delta nature;
• 2) ensure the continuity of all levels of the educational process;
• 3) underlie the organization and regulation of any student activity regardless of its special substantive content;
• 4) provide stages of assimilation of the learning content and the formation of student's psychological abilities;
• 5) ensure the integrity of the general cultural, personal and cognitive development, self-development and self-improvement of the individual.

The problem of the formation of universal educational actions of students is determined by a strategic course of a modern personally-oriented paradigm of education. The new approach is aimed at ensuring the conditions in the educational process for the development of the personality of students, based on their individual characteristics as independent subjects of knowledge. This provision comes from research of many teachers and psychologists, it is included in the second generation GEF.

The FGE is based on a systematic activity approach, which involves the recognition of the essential role of the active cognitive activity of students, issued on the basis of universal educational actions. As a result, students should have the ability to apply the knowledge, skills and skills to solve theoretical and practical tasks.

Any personal transformations are carried out in the activity, therefore the organization of independent work of students, management of it - an important task facing teachers of secondary schools. One of the means of forming the independence of schoolchildren may be universal learning actions focused on development cognitive activity and independence, the ability to quickly find and handle information, interact with other people, etc.

Universal training actions are formed as a result of interaction between learning to all educational subjects, in each of which certain types of activity prevail and, respectively, certain types of learning.

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

As part of the study of the Department of Pedagogy, the RGPU them. A.I. Herzen was attended by 70 teachers and 170 students in 7th grades of schools of Russian cities.

Analysis of respondents answers allows the following conclusions: 63% of teachers incorrectly determine the concept of "universal learning actions" or interrupt it with an assumption of errors. And 13% of respondents left this question at all without any response. Such indicators may only be caused by the formal acquaintance of teachers with new regulatory documents and a negative attitude to changes in the educational sphere that has already established in our country.

At the same time, the overwhelming part (77%) of the interviewed teachers believes that it is necessary to develop universal learning activities in secondary schools.

Answering the question of how often the teachers are guided by the principle of the formation of universal training actions in practice, 43% answer that the systematically develop universal learning activities in the lessons. 39% appeal to the formation of universal academic actions only episodically. Do not develop universal learning actions or find it difficult to answer about 17% of respondents.

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

The overwhelming majority of teachers surveyed (91%) believe that the most significant for school Education is the development of cognitive universal educational actions. Pay attention to communicative and personal universal learning actions, in their opinion, it is necessary almost three times less practically. In the last place of importance, regulatory universal learning activities, mentioned by only 23% of respondents. Such a significant separation of the cognitive group can be explained by several reasons. There is no sharp verge of universal learning actions, they are all interconnected among themselves, similar elements and operations are found in different groups of different universal action. Therefore, cognitive universal training actions in one way or another include personal meaning, and elements of educational communication, regulation and reflection of the process and the result of activity. In addition, the school for a long time performed the function, first of all, the translator of finished knowledge, putting a cognitive aspect of the activity above the rest.

To the question: "What types of universal training actions are needed first to form when training in basic school?" 60% of teachers seemed to be a significant creation of algorithms of activity in solving problems of 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 interviewed teachers indicated such species as independent allocation and formulation of the cognitive goal and the reflection of methods and conditions of activity, control, assessment and correction of the process and the results of activity. Levelly popular steel: Communication with teacher and peers, educational planning, knowledge of moral norms and the ability to single out the moral aspect of behavior.

It should be noted that the leading positions again remained the types of universal training actions that relate to the cognitive group.

The category "universal learning actions" 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 training actions on the results of the study are: lack of time in lessons, lack of special techniques, relevant algorithms for the formation and evaluation of universal educational actions, problems of development of the motivational component of educational activities, the difficulties associated with establishing interdisciplinary relationships in order to form universal educational actions and etc.

Thus, as a result of the survey of teachers, the following conclusions can be drawn. The teacher is currently not fully owned by the essence of the "universal training actions". But active discussions of this issue in all educational areas forced teachers to be interested in this category and to realize its significance in modern educational conditions. Teachers consider it necessary to form universal learning actions and actively develop them in their lessons, but at the same time make focus on the cognitive group. This may be due to the fact that for school education for a long time It was considered the first priority to the transfer of students' knowledge and the assimilation of subject skills, while issues personal Development Pupils were less relevant. Despite the diversity of methods and teaching technologies, in the formation of universal educational actions, teachers most often use traditional lesson, Research I. practical activities In the lesson and in extracurricular work.

An analysis of psychological and pedagogical literature made it possible to conclude that the success of the formation of skills is determined by the following methodological conditions:

• 1) the motivation of students on the need to fulfill certain actions in the process of solving educational tasks;
• 2) the clarity and availability of tasks that students should decide during training activities;
• 3) organization of students in mastering individual actions based on the use of the task system; Including, the inclusion of the tasks of the interdisciplinary nature, allowing "tolerate" an educational effect on a new content;
• 4) the presence of a clear and clear idea of \u200b\u200bthe structure of the formed skill and methods of carrying out activities; Development and application for the development of universal training actions of special algorithms that reveal the essence and sequence of operations, methodical "prompts" et al.;
• 5) support for internal mental mechanisms for the development of ways of activity proposed by outstanding psychologists - profitable LS, Halperin P.Ya, etc.;
• 6) a gradual increase in the level of independence of schoolchildren when performing training actions;
• 7) a comprehensive assessment of the level of formation of universal actions, which includes an assessment of the formation of all its components: motifs, features of goal-setting, training actions (operations), control and reflection.

Considering the foregoing, there is a need to scientific research, understanding and creating special techniques, including goals, content and various methods and techniques aimed at the formation of universal training actions that will be the basis for the development of students.

The report on this topic is relevant as part of the introduction of the GEF. The value of the modern education system is the formation of a totality of "universal training actions", which provide an opportunity for each student to independently carry out the activities of the teaching, to put educational goals, to seek and use the necessary funds and how to achieve them, be able to Control and evaluate learning activities and its results. They create the conditions for the development of the personality and its self-realization.

Download:

Preview:

"Tell me, and I will forget.

Show me, and I will remember.

Involve me and I will learn "

Chinese wisdom

Integration, generalization, understanding of new knowledge, linking them with a child's life experience based on the formation of the ability to learn. Learning to teach yourself - this is the task, in the decision of which there is no replacement today. In the Bologna Declaration 1999. It is noted that the current needs of students will remain unrealized if educational process The student will not affect the status of the subject of the subject.

The priority goal of school education, instead of a simple transfer of knowledge, skills and skills from the teacher to the student, becomes the development of the student's ability to independently put training goals, design ways of their implementation, control and evaluate their achievements, in other words - the formation of the ability to learn. The student himself must become an "architect and builder" of the educational process. Achieving this goal is possible due to the formation of a system of universal training actions (Wood) (GEF 2 generation for elementary school). Mastering universal learning actions gives students the possibility of independent successful assimilation of new knowledge, skills and competencies based on the formation of the ability to learn. This feature is ensured by the fact that UUD is generalized actions that generate motivation to learning and allow students to navigate in various subject areas of knowledge.

Today, Uud is of great importance. This is a set of ways of actions of a learner, which ensures its ability to independently assimilate new knowledge, including the organization of the learning process itself. Universal training actions are the skills that must be put in elementary school at all lessons. Universal training actions can be grouped into four main blocks: 1) Personal; 2) regulatory; 3) cognitive; 4) Communicative.

introductory actions allow you to do with meaningful, linking them with real life goals and situations. Personal actions are aimed at awareness, research and adoption life values, allow you to navigate in moral norms and rules, develop your life position in relation to the world.

Regulatory actions provide the ability to manage cognitive and educational activities through the formulation of goals, planning, control, correction of their actions, assess the success of assimilation.

Cognitive actions include the actions of the study, search, selection and structuring the necessary information, modeling the content under study.

Communicative actions provide opportunities for cooperation: the ability to hear, listen and understand the partner, plan and coordinately perform joint activities, distribute roles, to interpret each other's actions, be able to negotiate, lead a discussion, to properly express their thoughts, to support each other and effectively cooperate with as a teacher and with peers.

The teacher should take into account the relationship of the formation level of universal training actions (UUD) with the following indicators:

Child health condition;

Performance by major subjects;

Level of development of speech;

Degree of ownership of the Russian language;

The ability to listen and hear teachers, ask questions;

The desire to take and solve the learning task;

Communication skills with peers;

The ability to control your actions in the lesson.

How can a universal academic action be expressed?

You can invite students with paired tasks, where the universal learning action serve communicative actionsTo ensure the possibilities of collaboration of students: the ability to listen and understand the partner, plan and coordinated to perform joint activities, distribute roles, mutually control the actions of each other and be able to negotiate.

What actions of the teacher make it possible to form universal learning activities?

1. To develop the ability to evaluate their work, children together with the teacher are developing an algorithm for estimating their task. Attention is drawn to the developing value of any task. The teacher does not compare children among themselves, but shows the achievements of the child compared to his yesterday's achievements.

2. The teacher attracts children to the opening of new knowledge. They are discussing together, for which they need this or that knowledge, how it will come in handy in life.

3. The teacher teaches children to accept work in groups, children together with the teacher are investigating how to come to a single decision in the work in groups, analyze the training conflicts and are together their solutions.

4. The teacher at the lesson pays great attention to the self-test of children, teaching them how to find and fix the error. For errors are not punished, explaining that everyone learn on errors.

5. Teacher creating problem situation, Considering the inconsistency or deficiency of knowledge, together with the children, determines the purpose of the lesson.

6. The teacher includes children to the opening of new knowledge.

7. The teacher teaches children to those skills that will be useful to them in working with information - retelling, drawing up a plan, introduces different sources used to search for information. Children teach ways to effectively memorize. In the course of training activities, memory and logical operations of children's thinking are developing. The teacher pays attention to the general ways of action in a particular situation.

8. The teacher teaches a child to make a moral choice in working with value material and its analysis. The teacher uses design forms of work in class and extracurricular activities.

9. The teacher shows and explains that this or that mark was delivered, teaches children to evaluate work on criteria and independently choose criteria for evaluation. According to these criteria, students are taught to evaluate its work.

10. The teacher teaches the child to set goals and look for ways to achieve them, as well as solving problems. Before starting the decision, a joint action plan is drawn up.

11. The teacher teaches various ways to express his thoughts, the art of dispute, upholding own opinion, respect for the opinions of others.

12. The teacher organizes the forms of activity, in which children could learn the desired knowledge and value row.

13. The teacher and the child communicate with the position of cooperation; The teacher shows how to distribute roles and responsibilities, working in the team. At the same time, the teacher actively includes each in educational processAnd also encourages educational cooperation between students, students and teacher. In their joint activities, students are formed by universal values.

14. The teacher and students together decide emerging educational problems. Pupils are given the opportunity to independently choose tasks from the proposed.

15. The teacher teaches children to plan their work and his leisure.

Universal training actions in modern education "

The development of the personality in the education system is ensured through the formation of universal training actions, which are the basis of the educational and educational process. What follows from this?
Mastering educational universal learning actions acts as the ability to self-development and self-improvement through conscious and active assignment of new social experience.
Universal educational actions create an independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, in other words skills to study.
One of the most important and indispensable conditions formation Wood at all levels of education is to ensure continuity in the development of students of universal training actions. For this, GEF provides for the presence in modern school At each stage of the Wood formation program.
Lead role In the formation of UUD, the selection of content is unconditionally played, developing a specific set of the most effective, bright and interesting educational tasks.

Personal Wood

ensure the value-semantic orientation of children (the ability to relate actions and events with accepted ethical principles, knowledge of moral norms and the ability to single out the moral aspect of behavior) and the orientation of social roles and interpersonal relationship.
IN training activities Three types of actions should be highlighted:
1) self-determination - personal, professional, vital self-determination;
2) The action of the sense formation is the establishment of learning links between the purpose of learning activities and its motive, in other words, between the result of the teachings and what it encourages the activity for which it is carried out. The child should be asked about "What a value, the meaning has a doctrine for me," and be able to find the answer to it;
3) The effect of moral and ethical assessment of the digestible content is a moral choice on the basis of social and personal values.

1 . Remember that every child is individual. Help me find his individual personal features in it.

2 . In the life of a child, in whatever age he was not an adult is the person who "opens up" to him the real world. Help disclose and develop its strong and positive personal qualities and skills in each child.

3 . By organizing educational activities on the subject, consider the individual psychological features of each child.
Use psychological diagnostics data.

4 . Remember that the main thing is not the subject to which you learn, but the identity you form.
Not an object forms a person, but a teacher of its activities related to the study of the subject.

Cognitive Wood

general educational actions - the ability to put a learning task, choose ways and find information for its solution, be able to work with information, structuring the knowledge gained;
Logic learning activities - the ability to analyze and synthesize new knowledge, to establish causal relationships, to prove their judgments;
Setting and solving the problem - the ability to formulate the problem and find a way to solve it.

1 . If you want the children to have learned the material, according to your subject, teach them to think systemically (for example, the basic concept (rule) is an example - the value of the material).

2 . Try to help children master the most productive methods of educational and cognitive activity, learn them.
Use the schemes, plans to ensure the learning of the knowledge system.

3 . Remember that it knows not the one who retells, but the one who uses in practice. Find a way to teach a child to apply your knowledge.

4 . Creative thinking develop a comprehensive analysis of problems; Cognitive tasks decide in several ways, more often practicing creative tasks.

Communicative Wood

provide social competence and conscious orientation of children in the position of other people (first of all, partner of communication or activity), the ability to listen and join the dialogue, participate in collective discussion Problems integrate into a group of peers and build productive interaction and cooperation with peers and adults.

1 . A child to express your thoughts. During his response to the question, ask the child leading questions.

2 . Do not be afraid of "not standard lessons", try different types of games, discussions and group work to master the material according to your subject.

3 . To make up for children the algorithm for the text of the material text, for following which you will be classified, for example, an additional score.

4 . Organizing group work (or work in pairs) remind children about the rules of discussion, conversations.

5 . Teach the child to ask clarifying questions on the material (for example, who? What? Why? Why? Where?

6 . Learn and take into account life experience Students, their interests, features of development.

Regulatory Wood

provide the organization of students of their educational activities. These include: goaling; planning; forecasting; control in the form of comparison of the method of action and its result; correction; Evaluation, volitional self-regulation.

1 . Teach the child to control their speech when expressing its point of view on a given topic.

2 . Teach the child to control, perform your actions on a given sample and rule.

3 . Help your child learn adequately, evaluate the work performed by him.
Teach the error.

The essence of the functions of universal training actions is as follows:
ensuring the capabilities of the learner independently act as a doctrine, set themselves educational goals, search and use the necessary tools and ways to achieve them, monitor and evaluate the process and results of activities;
the creation of conditions for the harmonious development of the individual and its self-realization based on readiness for continuing education, the need for a society and high professional mobility is due to the policularity of society and high professional mobility;
Ensuring the successful learning of knowledge, skills and skills and the formation of competencies in any subject area.

Thus, the mastering of educational universal learning actions occurs in the context of different learning items and, in the future, leads to the formation of the ability to independently successfully absorb new knowledge, skills and competence, including an independent organization of the learning process.

It does not matter whether you study a new language, learn to cook, master the musical instrument or simply train the memory - in any case, it will be useful for you to learn how the brain absorbs new information.

Each person is unique, but in the learning process, we all show similar psycho-physiological trends. Understanding these patterns will help you to develop the most effective strategy for the acquisition of new knowledge.

Consider 6 basic principles of learning that everyone should know.

1. Visual information is absorbed best

50% of brain resources are spent on spectacular perception. Think for a minute: exactly half of your brain activity occupies the vision and understanding of the seen, and only the remaining part goes to other receptors and the internal processes of the body.

However, vision is not only the most energy consumption of perception. Its influence on the rest of the senses is so large that it is sometimes able to significantly distort the meaning of the information received.

50% of the brain activity is used to handle visual information.
70% of the incoming information passes through visual receptors.
The decoding of the visual scene takes 100 ms (0.1 seconds).

An example of such an influence can be an experiment in which more fan of passionate fans of wine could not establish, which in front of it is a red or white wine. Before the start of tasting, the experimenters were mixed in white wine red pigment without taste and smell. As a result, everyone without exception, the subjects argued that they drink red wine - so strongly turned out to effect the appearance of the beverage on taste receptors.

Another amazing find was that the brain perceives the text as a set of images, so reading this paragraph now, in fact, you spend a lot of work on deciphering a set of "hieroglyphs", which are letters, into semantic units.

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

In addition to static visual objects, we also pay special attention to everything that moves. That is, drawings and animation - the best satellites in teaching something, and all sorts of cards, images and charts can serve good help For successful assimilation of new information

2. First - the essence, then the details

In an effort to master the large amount of new information at once, you risk creating terrible mixture in your head. To avoid this, save the connection with the general picture: Having learned something new, go back and see how it can be correlated with what you already know - it will help you not be lost.

In fact, the human brain tends first to capture the general meaning of what is happening, and only then the details, so why not use this natural feature to benefit?

Having received a portion of knowledge, find them the place in the general system - it will significantly increase your chances of memorization. Also before learning something to begin with, it may be useful to understand the general essence: knowledge of what will be discussed as a whole, it serves nervous system Support for perception of smaller details.

Imagine that your memory is a wardrobe with a bunch of shelves: every time adding a new thing in it, you think to what category it belongs. For example, you bought a black sweater and can put it on the shelf for black things, a shelf for sweaters or a "winter" shelf. Obviously, in reality you can not place one thing immediately in several places, but the hypothetically of these categories exist, and your neurons regularly do this work on the correlation of new incoming information from the already available.

Making graphs and recordings about the place of the subject of the subject in the general picture of knowledge, you will achieve a better learning of information.

3. Sleep significantly affects memory and learning ability

Studies have shown that if a healthy night sleep is followed by studying new information, it has a positive effect on consolidating knowledge. In the experiment on the formation of motor skills, participants who had 12 hours and the opportunity to sleep before the test, showed 20.5% of progress, while the other group whose development of a new skill and his check fell for one day with a difference of 4 hours, achieved improved by 3.9%.

However, U. modern man It is not always possible to fully sleep, and in such cases it helps a short daytime sleep. Experiment of the University of California ( THE UNIVERSITY OF CALIFORNIA) I found that the students who, after the completion of a complex task, were offered to sleep a bit, when performing a similar exercise after a dream, they coped much better than those who remained in a state of wakefulness between the two tests.

Sleep before learning a new material can also be very useful. Dr. Matthew Walker ( Dr. Matthew Walker), led by the study, argues that "Sleep prepares the brain to new knowledge and makes it look like a dry sponge, ready to absorb so much moisture as possible."

Examine any new skill or read about something before going to bed: when you set and try to remember what they learned before bedtime, you will be surprised how much I remembered.

4. Lack of sleep affects cognitive activity

Without a complete idea of \u200b\u200bthe nature of sleep and its appointment, sometimes we neglect this natural need, causing its drawback, or.

But despite the fact that the dream process itself is not fully studied, scientists have long been known, which leads its absence: high nervous voltage, increased caution, risk avoiding, support for old habits, as well as exposure to various diseases and physical injury, so As tired bodies lose their usual tone.

The lack of sleep affects both cognitive activity: the ability to absorb new information decreases by 40%. From this point of view, a good sleep and fresh head in the morning can bring much more benefit than the night vision over work or textbooks.

• irritability
• cognitive disorders
• dips in memory, forgetfulness
• amoral behavior
• unstained Zewnota
• hallucinations
• symptoms similar to ADHD (attention deficit syndrome and hyperactivity)
• slow motions
• fire shakes
• pain in muscles
• coordination violation
• violation of heart rhythm
• risk of heart disease
• risk of diabetes
• growth suppression
• obesity
• increased temperature

Harvard Medical School ( Harvard Medical School) I conducted a study in which it was revealed that the following training for 30 hours is most critical to consolidate new knowledge, and the lack of sleep during this period can be reduced to not all your efforts, even if after these 30 hours you are assessed.

Therefore, leave the night gatherings in the past: the most productive time for the knowledge of the new day, when you are cheerful and full of strength, and for the best memorization of information do not forget to sleep well enough.

5. Best of all, we remember the information when we learn others

When we have to explain to others that we ourselves just learned, our brain is much better absorbing information: we are more clearly organize it in our consciousness, and the memory retains the main provisions in more detail.

The group of participants in one experiment was said that they would undergo a test test just gained, while the second group was to prepare for explaining this information to others. As a result, the test passed all the tests, but those who thought they would have to teach someone, remembered the material much better than the rest.

The author of the study, Dr. John Uncomply ( Dr. John Nestojko.), says that the psychological attitude of students before and during training can have a great influence on the cognitive process. " To configure students on the desired mode, sometimes it is enough to give them a couple of simple instructions"He says.

Despite the fact that we do not always realize it, the need to transfer our knowledge to others makes us use more efficient methods: we highlight the most importantly, it is easier to establish links between different facts and attentively organize the information obtained.

6. The information is remembered better when it alternates with the other

"Block Practice" ( block Practice.) - a fairly common approach to learning, named so scientists of the University of California, Dick Schmidt ( Dick Schmidt.). This approach implies the study of the same things blocks, that is, through a multiple repetition of information or skill for a long time, such as, for example, a continuous reading of a history textbook or an extent of one feed in tennis.

Schmidt himself advocates a fundamentally different method based on alternating information in the learning process. The study of this approach in his psychological laboratory is engaged in his colleague, Bob Bjork (BJORK), offering participants a picture of two different artistic stylesAt the same time, some tests study work blocks, 6 paintings each, whereas others browse the paintings alternately.

As a result, the tests that the paintings were demonstrated by blocks, much worse was able to distinguish one style from another (30% of the correct answers) compared with those who watched the paintings of different styles in the afternoon (60%).

It is surprising that before the start of the experiment, about 70% of the participants stated that they find a block approach more efficient and what exactly he helps them in learning. As you can see, our everyday ideas about the cognitive process are often far from reality and need clarification.

Bjork believes that the principle of alternation works better, as it is based on the natural ability of the brain to recognize images and differences between them. As for the study of new information, the same principle helps notice new and relate it to the available data.

This approach can be applied when preparing for exams, when you are improving not every skill separately, but alternately: oral, written speech and understanding of hearing when studying foreign language, right and left submission in tennis and others.

As Bjork says, we all need to learn to learn. " Almost any work implies continuous training, and an understanding of how you can influence the effectiveness of this process will significantly increase your chances of success.».