So wud. What is UUD? Version for parents

Practical work No. 3

Made by Platonov D.A. IN-15.

1. UUD: definition, functions, types.

The concept of "universal learning activities"

In a broad sense, the term "universal learning activities" means the ability to learn, that is, the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience.

The student's ability to independently successfully assimilate new knowledge, to form skills and competencies, including the independent organization of this process, i.e. the ability to learn, is ensured by the fact that universal learning actions as generalized actions open up the possibility for students to have a broad orientation both in various subject areas and in the structure of the educational activity itself, including the awareness of its target orientation, value-semantic and operational characteristics. Thus, the achievement of the ability to learn involves the full development of all components of learning activity by students, which include: cognitive and learning motives, learning goal, learning task, learning activities and operations (orientation, transformation of material, control and evaluation). The ability to learn is an essential factor in increasing the effectiveness of students mastering subject knowledge, the formation of skills and competencies, the image of the world and the value-semantic foundations of personal moral choice.

Functions of universal learning activities:

Ensuring the student's ability to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, control and evaluate the process and results of activities;

creation of conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuous education; ensuring the successful assimilation of knowledge, the formation of skills, abilities and competencies in any subject area.

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

self-determination - personal, professional, life self-determination;

sense formation - the establishment by students of a connection between the purpose of educational 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 himself the question of “what is the meaning, the meaning of the teaching for me”, and be able to find an answer to it;

· moral and ethical orientation - the action of moral and ethical evaluation of the content being assimilated, providing a personal moral choice based on social and personal values.

Regulatory UUD provide students with the organization of their learning activities. These include the following:

goal-setting - as setting a learning task based on the correlation of what is already known and learned by the students, 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 the level of assimilation; its temporal characteristics;

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

correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the expected result of the action and its real product;

assessment - the selection and awareness by students of what has already been learned and what is still to be learned, assessing the quality and level of assimilation;

self-regulation as the ability to mobilize forces and energy; the ability to make an effort of will - to make a choice in a situation of a motivational conflict and to overcome obstacles.

Cognitive UUD includes general educational, logical actions, as well as the actions of setting and solving problems.

General educational universal actions:

Independent selection and formulation of a cognitive goal;

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

structuring of knowledge;

conscious and arbitrary construction of a speech statement in oral and written form;

selection of the most effective ways of solving problems depending on specific conditions;

Reflection of methods and conditions of action, control and evaluation of the process and results of activities;

semantic reading; understanding and adequate assessment of the language of the media;

· formulation and formulation of the problem, independent creation of activity algorithms in solving problems of a creative and exploratory nature.

Sign-symbolic actions constitute a special group of general educational universal actions:

modeling;

transformation of the model in order to identify the general laws that define this subject area.

Boolean generic actions:

· analysis;

synthesis;

comparison, classification of objects according to selected features;

summing up the concept, deducing consequences;

Establishing causal relationships;

building a logical chain of reasoning;

· proof;

Hypotheses and their justification.

Statement and solution of the problem:

formulation of the problem;

Independent creation of ways to solve problems of a creative and exploratory nature.

Communicative UUD provide social competence and taking into account the position of other people, a partner in communication or activity, the ability to listen and enter into a dialogue; participate in a group discussion of problems; integrate into a peer group and build productive interactions and collaborations with peers and adults. The types of communicative actions are:

planning of educational cooperation with the teacher and peers - determination of goals, functions of participants, ways of interaction;

Asking questions - proactive cooperation in the search and collection of information;

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

management of the partner's behavior - control, 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, possession of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

2. Stages of UUD formation in the educational process.

It is known that the formation of any personal neoplasms - skills, abilities, personal qualities - is possible only in activity (L.S. Vygotsky). At the same time, the formation of any skills, including universal learning activities (UUD), goes through the following stages:

1. Primary experience of performing UUD and motivation.

2. Mastering how this UUD should be performed.

3. Training, self-control and correction.

4. Control.

This is how schoolchildren learn to write and count, solve problems and examples, use a geographical map and a musical instrument, sing and draw. They must go through the same path when forming UUD, but the studied algorithms of actions will no longer be narrowly subjective, but oversubjective in nature: mastering the norms of goal setting and design, self-control and correction of their own actions, information search and work with texts, communicative interaction, etc.

Therefore, in order to form any UUD in the educational system for students, the following path is proposed that each student goes through:

1) at first, when studying various academic subjects, the student forms the primary experience of performing UUD and the motivation for its independent implementation;

2) based on the existing experience, the student acquires knowledge about the general way of performing this UUD;

4) in the end, the control of the level of formation of this UUD and its systematic practical use in educational practice, both in the classroom and in extracurricular activities, is organized.

3. Technologies for the formation and development of UUD in teaching computer science. Formation of regulatory, communicative, personal and cognitive UUD based on the didactic system of the activity method of teaching in computer science lessons

According to the Federal State Educational Standard, the content section of the main educational program determines the general content of education and includes educational programs focused on achieving personal, subject and meta-subject results that are achieved in the process of forming universal learning activities (UUD) aimed at developing the ability of the subject of education to self-development and self-improvement by conscious and active appropriation of new social experience. The development of the foundations of the ability to learn (the formation of universal educational activities) is defined by the Federal State Educational Standard as one of the most important tasks of education.

In the process of forming UUD, schoolchildren learn to independently pose educational problems, find ways to solve them, control and evaluate the process and results of activities, which ensures the successful assimilation of knowledge, the formation of skills and competencies in any subject area and thereby creates an opportunity for the successful implementation of students in their future professional career. activities.

Consider all types of universal educational activities and their development in informatics lessons.

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.

Computer science as a subject has a number of distinctive features from other academic disciplines, as well as conditions that allow you to successfully form communicative UUD:

1) the availability of special technical means, primarily a personal computer for each student, as well as office equipment and multimedia devices involved in the educational process;

2) the computer class in which the lessons are held is organized in a special way: each student has not only an individual workplace, but also access to shared resources; answers at the blackboard are practiced much less frequently than in other lessons;

3) it is in computer science lessons that active independent activity, the creation of one's own, personally significant product, can be naturally organized by the teacher;

4) the subject of computer science is distinguished by the initial high motivation of students.

The development of communicative UUD occurs in the process of performing practical tasks involving work in pairs, as well as laboratory work performed by a group.

For the diagnosis and formation of communicative universal educational actions, the following types of tasks can be offered: compiling tasks for a partner; feedback on the work of a friend; group work on the development of presentations; group work on drawing in graphic editors, various games and quizzes.

Regulatory UUD provide the ability to manage cognitive and learning activities through setting goals, planning, monitoring, correcting one's actions and assessing the success of assimilation. The ability to set personal goals, understand and realize the meaning of one's activity, while correlating it with the requirements of the outside world, determines to a large extent the success of the individual in general and success in the educational sphere in particular. A consistent transition to self-government and self-regulation in educational activities provides the basis for future professional education and self-improvement.

So, in the activity form, the essence of regulatory actions can be represented as follows:

The ability to formulate own learning goals - the goals of studying this subject in general, when studying a topic, when creating a project, when choosing a topic for a report, etc.

Ability to make decisions, take responsibility, for example, be the leader of a group project; make a decision in case of a non-standard situation, let's say a failure in the system.

Implement an individual educational trajectory.

It is very important that each student is involved in an active cognitive process, putting into practice the acquired knowledge and clearly realizing where, how and for what purposes this knowledge can be applied to them. This contributes to the development of personal UUD in students, forms and maintains interest in educational material, encourages the child to ask questions, which ultimately contributes to the development of a sustainable interest in the world around him, the formation of a positive attitude towards himself and others. Ultimately, all this forms in students the desire to perform learning activities.

Personal UUD - provide a value-semantic orientation of students (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. In relation to educational activities, two types of actions should be distinguished:

The action of meaning formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning, and what stimulates the activity, for the sake of which it is carried out;

The action of moral and ethical evaluation of the content being digested, based on social and personal values, providing a personal moral choice.

The personal development of a student implies, first of all, the formation of a person as an autonomous carrier of universal human experience, forms of behavior and activity, which:

Understands the system of socially accepted signs and symbols that exist in modern culture (sign-symbol universal learning activities);

Owns the techniques of volitional self-regulation, goal-setting and planning (regulatory UUD);

Able to cooperate, influence the behavior of a partner or group (communicative UUD).

Personal actions make learning meaningful, provide the student with the significance of solving educational problems, linking them with real life goals and situations. Personal actions are aimed at understanding, researching and accepting life values and meanings, allow you to orient yourself in moral norms, rules, assessments, develop your life position in relation to the world, people around you, yourself and your future. When teaching computer science, in our opinion, the formed personal UUD will look like this:

Cognitive UUD - cognitive actions include the actions of research, search and selection of the necessary information, its structuring; modeling of the studied content, logical actions and operations, ways of solving problems. Based on this definition, we can conclude that these are the main actions formed in the lessons of informatics, the main purpose of which is to teach how to effectively select and process information from different sources.

In accordance with this description of universal educational activities and the recommendations of the Federal State Educational Standard, one of the best teaching methods is the project method, which involves students receiving some new product in the course of independent learning activities. In computer science lessons, the project method turns out to be convenient for use, as it allows teaching the use of some specific information and communication technologies in solving practical problems. On the one hand, students independently acquire knowledge on one of the topics of the course "Computer Science and ICT", and on the other hand, they master new technologies for working with software products. At the same time, additional motivation is not required to study the software necessary for the work. Let's consider one of these projects in more detail.

Reception "Brainstorm"

When working, I pay attention to the hierarchy of questions that accompany each stage of the Brainstorm:

topic "Number systems", 6th grade.

I level

- What number systems are most common in life?

II level

What number system does a computer use and why?

III level

- What actions can be performed in different number systems?

For the formation of regulatory UUD I use various sheets of self-assessment, mutual assessment.

At the end of the learning project, the student receives three equivalent grades: self-assessment, teacher's assessment, and class average.

It is implemented like this. First, the author speaks with an analysis of his work, then the “defender”, “critic” speak: identifying the shortcomings and merits of the work. All students participate in the discussion. The last to analyze the work is the teacher. At the end of the performance, all participants put marks in the "evaluation sheets".

Regulatory actions provide the ability to control cognitive and learning activities. A consistent transition to self-government and self-regulation in educational activities provides the basis for future professional education and self-improvement.

In the block of universal actions of a cognitive orientation, I pay special attention to the development of the ability to compose texts of various genres, the choice of the most effective ways to solve problems, and the ability to structure knowledge.

Essay Writing Reception

"Internet. Friend or foe?

The answer to this difficult question is endless. And argue until hoarseness, who is right. Of course, for me, the Internet is still a friend. He acts like a friend. If I don't understand something, he will always explain. If I have a question, he will answer, and almost without hesitation. I want to go to the cinema, theater - please, he is right there. Order tickets, choose a cinema or a movie.

An example of a task for universal logical actions.

Five athletes participated in the running competition. Victor failed to take first place. Gregory was overtaken not only by Dmitry, but by another athlete who lagged behind Dmitry. Andrei reached the finish line not the first, but not the last either. Boris finished right behind Viktor.

Who ranked in the competition?

The technology of project activity contributes to the development of students' cognitive skills, the ability to independently construct their knowledge and navigate the information space.

For the implementation of the educational project, I consider the use of graphic methods to be a good solution: a mental map, a Fishbone scheme, a denotative graph.

Computer science lessons and subject courses provide opportunities for cooperation - the ability to hear, listen and understand a partner, perform joint activities in a coordinated manner, conduct a discussion, dialogue, seek solutions, support each other, thus communicative actions are carried out.

Shown in the photo.

This term means the sum of different ways of action of schoolchildren, which provide the ability to independently acquire new skills and knowledge.

Theoretical aspects

The main types of UUD according to the Federal State Educational Standards are associated with the ability of the student, without the help of a teacher, to form new competencies, including independently organizing the cognitive process. Acquiring the ability to learn allows students to open up great opportunities for different subject areas. The child realizes the significance and importance of the educational process, its target orientation, value-semantic and operational characteristics.

Components of study work

The formation of the UUD is associated with the following elements:

cognitive motives;
educational goals and objectives;
the ability to build educational trajectories, transform the material;
monitoring and evaluating the results of their work.

The ability to learn is a significant factor in increasing the effectiveness of the development of subject knowledge by schoolchildren, the formation of competencies and skills, the value-semantic foundations of their own moral choice.

Functions

All types of UUD according to the Federal State Educational Standard in primary school provide the student with the opportunity to independently implement the educational process, set goals, find and apply the necessary means and ways to achieve it, monitor and evaluate the results of their work. In addition, UDD contribute to the creation of conditions for self-realization and the harmonious development of the child through continuous education.

self-determination: life, professional, personal;
meaning formation, involving the establishment by children of the relationship between the purpose of the educational process and its motive;
moral and ethical orientations that provide moral choice based on personal and social values of moral choice.

Regulatory UUD

They help students to organize their own educational work. They include:

goal-setting (setting a learning task based on knowledge known and unknown to schoolchildren);
planning (identifying the sequence of individual stages in educational activities, thinking through the algorithm, the sequence of actions);
forecasting (anticipating the level of assimilation of the material);
comparing the sequence of actions and the result with the standard, identifying deviations;
correction associated with the introduction of additions and some changes to the developed plan;
evaluation of learned material, quality and level of knowledge and skills.

All types of UUD according to the Federal State Educational Standard, the table of which is presented in the photo, contribute to the self-regulation of schoolchildren, the mobilization of their energy and strength. Students acquire motivational skills to overcome the obstacles set before them.

Features of UD

They include logical, general educational actions, problem posing and solving. Currently, the following general educational universal actions are distinguished:

individual selection and formulation of the cognitive goal;
search and collection of the necessary information, use of information retrieval, including computer tools;
building a knowledge structure;
conscious and consistent speech in written and oral form;
selection of effective options for solving problems, taking into account existing conditions;
reflection of the conditions and methods of action, control, as well as evaluation of the results of one's own work;
a conscious assessment of the media, the formulation and formulation of the problem, the development of work algorithms in the framework of solving problems of a search and creative type.

Sign-symbolic actions

They constitute a special group of UUD. These include:

modeling;
symbolic actions;
changing the model to identify general patterns related to a particular subject area.

Formation of UUD of a logical type:

synthesis;
analysis;
comparisons;
classification according to the characteristics of different objects;
identification of consequences;
determination of causal relationships;
building a logical plan of action;
formulation of a hypothesis, its justification;
proof.

Logical educational actions contribute to the creation by schoolchildren of independent options for solving various problems of a search and creative type.

Communicative UUD contribute to the development of the formation of dialogue skills. Schoolchildren build cooperation with adults and peers on the basis of social partnership. Communication activities include:

planning educational cooperation with classmates and a teacher (setting goals, distribution of functions between participants in the educational process);
raising questions, cooperation in the selection and collection of necessary information;
resolution of emerging conflicts, evaluation of alternative options, their implementation;
control, analysis, correction of the partner's work;
complete expression of one's thoughts, according to the tasks and conditions of communication, possession of dialogue and monologue, taking into account the syntactic and grammatical norms of the native language.

Conclusion

The development of the UUD system in the system of regulatory, personal, communicative, cognitive actions that determine the development of the psychological qualities of the individual occurs within the framework of the age-related and normative development of the cognitive and personal spheres of the student. The learning process determines the main content and characteristics of the student's educational work, determines the zone of the nearest formation of the UUD.

The criteria for evaluating the formation of universal educational activities among schoolchildren is their compliance with psychological and age requirements. The formation of UUD is determined in the educational process by three provisions:

as a goal, content, organization;
as part of the assimilation of various subject areas;
in the context of the formation of personal, social competence of schoolchildren.

The effectiveness of any human activity is associated not only with abilities, but also with rational ways of its implementation. V. A. Sukhomlinsky believed that in many cases the student is not able to acquire knowledge only because he has not been taught to learn. This is especially true in our time, characterized by the transition from industrial to post-industrial society. In the Federal State Educational Standards of the new generation, the formation of UUD, which provide students with the ability to learn, develop independently, and improve themselves, is presented as the most important task of the modern educational system.

The general line of the Federal State Educational Standard is the development of the student's personality on the basis of universal educational activities. The purpose of the school is to teach children to learn independently and manage their own lives.

To understand how universal learning activities are formed, you must first understand what this concept is. To do this, we held a webinar in September « Universal learning activities: concept, types, technology for developing learning tasks for the development of UUD ".

The online seminar was conducted by Marina Rostislavovna Bityanova, an expert in the field of educational psychology, candidate of psychological sciences, associate professor and author of more than 100 publications in the field of modern education.

What is UUD? First, this action is an element of activity. To understand, Bityanova invites participants to compare three concepts:

action;
way;
algorithm.

It seems that we understand well the meaning of these words, but how do they relate to each other?

Action - this is activity element, whose content is determined by the target.

Way - a method in the performance of a task.

Algorithm - sequence of operations, the exact implementation of which allows you to solve certain problems.

Based on the definitions, we arrive at the following scheme:

The action includes a method and an algorithm, which leads to a working definition of ULD, which helps to develop tasks for their formation.

Universal learning action - a way to achieve the learning goal, carried out according to the algorithm.

“Instructional” means that UUDs are formed in learning activities. Universality is manifested in the fact that UUDs are used in any school subject and in life situations.

- The ability to choose does not change in any way, flowing from a math lesson to a technology lesson, and then into real life, - explains Marina Bityanova. - And when people choose a profession, a husband or wife, a way of life and in which country to live, when people choose what to drink in the morning - tea or coffee, they use the same algorithm that they used when comparing angles.

Therefore, it is necessary to teach a universal action, regardless of the context.

Types of UUD

In accordance with the educational standard, UUDs are divided into 4 groups:

educational,
communicative,
regulatory,
personal.

Marina Bityanova offers another classification, on the basis of which specific tasks and educational situations are designed.

Structure cognitive modes of action:

setting a learning goal that determines the need to apply a particular logical operation;
implementation of a logical operation;
conclusion.

The conclusion combines the learning goal and the result of performing a logical operation. Without setting a goal, a conclusion is impossible.

An example of a task for the formation of a cognitive mode of action

Information mode of action includes:

learning goal that defines the task of working with information;
selection and implementation of the necessary logical operation;
conclusion about the achievement of the goal.

Informational universal methods may be based not on logical operations, but on techniques fixed in the culture and practice of working with information: graphical representation of information, transferring data from one form to another, and so on.

Communicative modes of action are also based on culturally established methods of organizing communication: argumentation, formulating questions for understanding, for resolving conflict situations, and others.

The structure of the communicative universal way:

a learning goal that requests the need for communication;
a communicative task and a method of organizing communication that helps to solve this task;
conclusion.

An example of a task for the formation of a communicative mode of action

The main tool for the formation of universal modes of action is specially designed training tasks that are based on models of cognitive, informational and communicative modes of action.

Activity Elements- these are UUD, which help the implementation of educational activities at its different stages.

The elements of activity are regulatory UUD and regulatory and communicative UUD .

Regulatory UUD ensure the implementation of individual learning activities. The peculiarity of the structure of such UUD is that the first step in the algorithm will be the answer to the question: what was the content of the previous stage of activity? That is, the first step is to determine the nature of the educational problem. Evaluation criteria are formulated by answering the question: what result should be reached? In the planning algorithm, the main step will be the answer to the question: what tasks need to be solved in order to obtain a result with such properties?

Regulatory and communicative UUD ensure the implementation of group activities: discussion and setting a common educational goal, distribution of responsibilities, choice of ways to achieve the goal, and so on. A communicative task appears in the structure of such UUD.

The main tool for the formation of activity elements is a specially designed educational situation that reproduces the entire structure of educational activity and allows you to improve the use of different methods of action.

Formation of UUD

Stages of formation of universal modes of action:

The teacher offers students a task that requires the use of a certain method of action that students do not yet own - students perform the task based on a model.
The teacher no longer sets a sample of performance, but directs students with questions: why are we doing this? What will we get as a result? What exactly do we need to do? At a certain moment, the teacher gives the name of the method of action, helps students to realize the main stages of its implementation, purpose. The result of the stage is the performance by students of a learning action built on a meta-subject method, with the help of leading questions from the teacher.
The teacher sets a learning task for the students and invites them to apply a known method of action to solve it. At this stage, students learn to see in a specific task the general patterns of applying the method, which do not depend on the subject content.
The teacher sets a learning task for the students and invites them to find and apply a method of action that is adequate to the task. Pupils independently choose and apply this or that method, focusing on the purpose of the task.

The formation of universal methods begins with elementary school and ends by the end of the main element of the school. In elementary grades, students go through the first and second stages of mastering universal methods. In high school, the last two are mastered. In the future, students use the formed UUD to solve problems that confront them in various types of educational and social activities: design, research, management, and so on.

Stages of formation of activity elements:

The teacher talks about the purpose of the lesson, the plan and stages of achieving the goal, explains the purpose of specific tasks that the students will complete on their own, then controls and evaluates the actions of the students. Student autonomy is minimal.
The student independently performs actions and monitors and evaluates the result.
To the activity of the student is added the planning of the order of actions, taking into account the purpose of the lesson.
The teacher presents the students with a problem situation. Students independently determine, on its basis, the goal, the procedure for action and go through all the stages of educational activity to solve the problem situation.

The first two stages are formed in the primary grades. In full, the elements of activity are mastered by students in the basic school.

For the formation of UUD in tasks, it should always be possible to draw a conclusion, for which a clear goal is set - the student must understand why he uses this or that logical operation, this or that technique.

Universal learning activities are tools of thinking, activity, communication or self-knowledge that help to set goals and achieve them, to be included in joint activities. By creating conditions for the gradual formation of UUD, teachers develop students' ability to learn, help them become independent in the educational process and in their own lives.

And what will change in the work of schools with the release of the new GEF COO? You can find out the answer to this question at the International Design Seminar-Training "Introduction of GEF SOO" , which will take place July 23-26. Come to our training seminar and you will receive all the necessary tools and recommendations to move to the new standard.

Universal learning activities (UUD) - a set of various activities aimed at self-acquisition of knowledge, active self-development, acquisition of new practical and cognitive research experience. UUD according to GEF- the basic component of the ability to learn, providing the possibility of successful self-development.

General educational skills are of a meta-subject nature, and therefore can be used to master any school subject.
They are the basis of any activity of the student.
UUD allow to form the psychological abilities of the child.

UUD according to GEF

Before the advent of the Federal State Educational Standard, the modern educational process relied more on the collection of information necessary for studying the topic and the development of mental processes, less often the priority was the practice of effective teaching and thinking techniques. Such an approach had a negative impact on the development of the personality and the effectiveness of the school educational process, reducing the motivation of students and their level of responsibility. The introduction of the standard has changed the approach to learning, and at the same time the model of a primary school graduate, who is now defined as a student with the basics of general educational skills and a base of moral behavior, capable of interacting with peers and teachers, open to acquiring knowledge and skills. The goal of the current education strategy is to teach everyone to learn first under the guidance of a teacher, a mentor, and then on their own. The basis for the continuity of different levels of the educational system should be the orientation towards the key strategic priority of lifelong education - the formation of the ability to learn all one's life. Designing and implementing a UUD development program is the task of every teacher who will work in a new school.

Save this for yourself so you don't lose it:

- Six new methods for diagnosing communicative UUD in schoolchildren (formation criteria)
- Identify meta-subject and personal UUD (lesson analysis sheet)

UUD according to GEF is the ability for independent development, over-subject actions, general educational skills, the definition of which covers all areas of the development of the child's personality. According to the federal standard, formal skills and knowledge become secondary, since the measure of learning effectiveness is the types of activities that students master during the year. A junior high school student must learn to read and write, but much more important is the motivation to study and the development of meta-subject methods of action.

Download the presentation: "Methods of forming UUD according to GEF"
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UUD is of particular importance in elementary school, when children develop the ability to learn independently and consciously, expanding their own competencies in order to later transfer them to other areas. Having mastered the ability to learn, children will be able to transfer this skill to any component of educational activity, increasing its effectiveness.

Functions of oversubject methods of action:

contribute to the comprehensive development of schoolchildren through continuous education, tolerance and flexibility of views;
create conditions for independent study, the formation of educational goals, the search for means and methods for achieving them, introspection and self-control;
provide conditions for effective learning through the acquisition of general educational competencies;
stimulate the formation of a picture of the world, tolerance in the context of a multicultural society and competence in various subject areas.

Types of UUD according to GEF

Supra-subject actions motivate and allow children to independently organize the process of learning and perception of educational material. Despite the general educational nature of universal actions, there are four type of UUD according to GEF presented in the table.

Personal	Thanks to personal UUD, children learn to navigate in interpersonal relationships, social roles, correlate moral norms, ethical principles with the behavior of others, drawing appropriate conclusions. Personal UUD according to GEF in primary school are divided into: professional and personal self-determination; correlation of the purpose of study and the results achieved; making a moral choice, moral and ethical self-determination.
Regulatory	Each of the regulatory actions is necessary for organizing an independent educational process: the student evaluates his knowledge, defines the boundaries of the known and sets the learning task (goal setting); taking into account the goal, the sequence of work on its implementation is planned; the child must predict the intermediate and final results of educational activities; if the intermediate results do not correspond to the planned ones, it is necessary to adjust the plan and methods of action; self-assessment and awareness of the real results of educational activities provide effective goal setting. In the process of mastering regulative UUD, it is important for students to be able to self-motivate, volitional effort and mobilize moral and physical forces aimed at overcoming difficulties.
cognitive	Cognitive general educational actions imply the formulation and solution of a problem through logically built actions. Students determine the cognitive goal, collect the necessary materials, resources and information, bring knowledge into a structure, select ways to achieve the goal in the context of the prevailing conditions, and then conduct self-assessment and reflection of cognitive activity. In separate subgroups of cognitive methods of action, the following are distinguished: Sign-symbolic - provide for the modeling of objects and symbols in space based on the characteristics of the object, transforming it into a model to search for laws that systematize this subject area. Logical - children analyze the essential and non-essential features of objects, evaluate the whole and its constituent parts, and on the basis of the information received classify objects into classes or concepts, forming causal relationships between phenomena and objects. Building a logical chain, they rely on conclusions, evidence and facts.
Communicative	General educational activities are aimed at acquiring the skills to hear and listen to the interlocutor, social competence, sociability, the ability to establish productive cooperation with peers and interaction with teachers. Communicative UUD according to GEF mean: definition of goals, objectives and ways of interaction with students and teachers; collective work on the collection and systematization of information; successful overcoming of conflict situations through the search for compromises, alternative solutions, problem identification; maximum interaction with classmates - assessment, correction and control of their actions; sociability and eloquence - the ability to verbally and in writing express one's thoughts concisely and to the point, to master the skill of conducting a competent dialogue and monologue.

UUD according to GEF in elementary school

Surprisingly, the universal learning activities used to master subjects are formed in the learning process. Depending on the content of the subject and topics, special prospects for the development of certain UUDs are created. The teacher should take into account the state of health of students, their level of development of speech and the ability to control their behavior, the sociability of children, their motivation to study, the teaching to ask questions, listen and hear in the lesson. Without taking into account these features, the development of educational activities will be difficult for both students and teachers. Which will ultimately lead to a loss of time and effort, and simply calls into question the competence of a primary school teacher.

To achieve effective development, class teachers and subject teachers use a set of measures, during the implementation of which teachers focus on the actual achievements of students, rather than comparing students with each other.

Self-analysis and self-examination are important, which teach children to find and quickly correct their mistakes, which helps them learn new things. The teacher also evaluates the educational progress of children, explaining his choice, while teaching students to evaluate activities according to criteria and choose criteria for evaluation.
Motivating to study, teachers explain the practical value of new knowledge, developing the value of this or that exercise. The emphasis is on those types of work with materials and data that will be required in educational activities, effective memorization is practiced, which has a positive effect on the logic and memory of children.
It is important for the teacher to teach children to work in groups and pairs, and in case of conflicts, to effectively eliminate them by finding compromises. Through problem situations, gaps in knowledge or their inconsistency, the class teacher helps the children name the purpose of the lesson, draw up an action plan.
Children should be able to make moral choices, express their thoughts freely and competently, be able to defend their own opinion using arguments, not rudeness, and demonstrate respect for the interlocutor. Students are encouraged to interact with each other.
The teacher and children interact on the principles of cooperation, they jointly solve problematic moments, distribute responsibilities, learn to plan work and rest. Students can choose from multiple assignments.

Get a standard diploma

Updating knowledge about the normative regulation of educational activities of educational organizations, the requirements for the qualification of a teacher (teacher), the development of basic educational programs of a general educational organization will help training according to the program

The methodology for the phased formation of UUD, proposed by P.Ya. Galperin and his associates, relies on an internal relationship between practical implementation and intellectual operations. According to this theory, general objective actions are formed by analogy with mental actions and involve several stages:

It is necessary to study the sample and composition of the future action, use the information and instructions of all its components. Children are shown and explained the pattern of mental action that they need to master, which is indispensable for visual and auditory students.
An action is performed taking into account all the operations that are included in it, thus mastering the essence of the action and exercising self-control of each stage, which is important for kinesthetic children.
Repeated execution of an action without relying on a sample.
To understand the sequence of stages, the algorithm of action is spoken aloud, and then transferred to the internal plan with pronunciation to oneself.
The action is performed in the context of inner speech in terms of conscious control, which makes it possible to develop its automatic execution, in which the mode of action is an act of thought striving for the final product of the process.

Successful study at school is impossible without mastering UUD according to GEF by class initial link. For the development of meta-subject actions, teachers use the following types of activities and methodological tasks:

UUD	Types of jobs
Personal	Group projects are indispensable in the process of forming personal UUD, as they allow students to collectively choose the topic of work, distribute roles taking into account the abilities of children in such a way that everyone makes an important contribution to the implementation of the project. Creative work contributes to the expansion of horizons and spheres of interest, the improvement of abilities and talents necessary for personal and professional self-determination. A portfolio of individual achievements is a fixation of a situation of success, giving self-confidence and increasing self-esteem, stimulating self-education and improvement of personal qualities.
Regulatory	Acquisition UUD according to GEF in 2019 is based on the formulation by students of the purpose of studying educational material. Without goal-setting, a full-fledged development of the topic is not feasible, and therefore, in the first stage of the lesson, children are asked to answer the questions: What do I already know? What can I find out? What subject areas will be needed for this? At the end of the lesson, they offer to find the answer to another question: What did I learn new in the lesson? What was the most interesting for me? In addition to goal-setting, teachers use methods of working with a deliberately incorrect plan that students should correct, suggest compiling and discussing a plan for the implementation of educational tasks.
cognitive	To form general educational actions, pedagogical practice uses the principles of drawing up a logical sequence or cluster, exercises to find correspondence or differences, setting test questions and searching for answers to them.
Communicative	The formation of communication skills and the development of communication skills are facilitated by: work with clarifying questions to a speaking student, which develops the mental processes of children, the skill of composing a question, conducting discussions with peers; speaking to the class with a message or report - developing the ability to express one's opinions, argue one's own opinion, the practice of monologue speech; continuation of a classmate's judgment or the search for counterarguments - a technique that involves the development of eloquence and thinking, the ability to listen and hear classmates, the skills of constructing statements; educational discussion (brainstorming, round table, debate) is an effective technique for developing communication skills, which gives new knowledge and skills of conducting a respectful dialogue, defending one's own opinion, using arguments.

UUD according to GEF: relationship with primary school subjects

The development of over-objective actions in students of grades 1-4 occurs according to age development. The educational process regulates the prospects for mastering UUD and the essence of learning. Obtaining the skills of meta-subject methods of action in each discipline is interconnected with other subjects and actions and is subject to the principles of age development. In the context of studying various subjects, a complex is formed UUD according to GEF in elementary school, which is confirmed by the table of the relationship of meta-subject actions with academic disciplines.

The subject and the UUD developed by it	Description of metasubject actions
Russian language - regulatory, communicative and cognitive	By reading and analyzing texts, children practice making comparisons, making logical assessments, and establishing cause-and-effect relationships. Modeling and sign-symbolic actions, imagination develops in the course of working with the graphical implementation of letters, word structure, language syntax and morphology. The study of the Russian language within the limits of the age characteristics of the student develops not only the speech function and the so-called "linguistic flair", but also the prognostic and generalizing functions.
Literary reading - helps to develop all types of UUD according to the Federal State Educational Standard (the key role of the communicative and regulatory spheres)	Younger students master the aesthetic and ideological and moral significance of works, transferring spiritual and social experience to understand the actions of the characters and analyze the author's position. In class, students: learn self-knowledge by comparing themselves with the characters of literary texts; trace the actions and personal orientations of the heroes of the works; get acquainted with the aesthetics of texts; receive the basics of patriotic education and civic identity through the study of the history of the Motherland; practice moral and aesthetic evaluation of the actions of heroes; learn to recognize and create contextual speech, based on the actions and words of literary characters; establish causal relationships and build logical chains of events; learn to distinguish between the main and the secondary.
Mathematics - cognitive UUD	In mathematics lessons, children learn to plan actions, structure and systematize knowledge, differentiate concepts, model, practice algorithmic and logical actions. As part of UUD programs for GEF Mathematics plays a key role, contributing to the systemic thinking, modeling and sign-symbolic actions that are relevant in other school subjects. Children master the system of generally accepted symbols and signs that are relevant in the process of socialization and further education.
The world around - the development of personal and cognitive modes of action	Classes "The world around" help primary school students to form a picture of the socio-cultural and natural world, to master the relationship between nature and people, the relationship of the individual and society, the concept of the state and its place in the world. This discipline is indispensable for the formation of the civic identity of students, the worldview of the younger generation, the formation of emotional-value and cognitive components. The development of general subject skills provides for: familiarity with the symbols of Russia, the ability to talk about your country, the sights of the region, familiarity with the geography and characteristics of other countries; the basis of historical memory - knowledge of key events in the history of Russia, iconic personalities; obtaining a base of natural behavior and the basics of environmental knowledge; understanding the principles of relationships between communities and different social strata of people. In addition to personal ways of action, the "World around" forms cognitive UUD through: the use of basic research skills, including the use of ICT and various types of information; modeling and replacement practices; application of logical actions of classification, comparison, drawing analogies between natural and man-made objects, phenomena and properties, building cause-and-effect relationships.
Technology - cognitive and communicative UUD	In the "Technology" classes, the key activity is subject-transformative work, forecasting and modeling, which play a leading role in the development of UUD. Children analyze, reflect, work in groups and in pairs, using various forms of cooperation, receive the basics of ICT competence. Lessons provide: development in children of sign-symbolic, reproductive, creative and spatial thinking; the practice of goal-setting, forecasting and planning work, followed by self-control and self-assessment; the practice of communication through joint productive work in the classroom; stimulation of creative self-realization and motivation to acquire new knowledge, achievements in studies; development of respect for someone else's personal information, familiarity with the selectivity of information.
Physical culture - personal, communicative and regulative modes of action	Systematic physical exercises for primary school students become a motivating factor to overcome difficulties, stress resistance, a source of knowledge about modern sports. Children are attached to a civil and general cultural identity, learn to use physical and moral resources to achieve their goals, and follow the rules of a healthy lifestyle. In addition, the discipline "Physical Education" forms in children the skills to regulate, plan, analyze their actions, promote the ability to interact with classmates, cooperate and work in pairs, and in team games - set a goal, distribute functions, plan and achieve results. Children learn to evaluate behavior in the classroom, to perform mutual control.

UUD according to GEF in 2019. Results of development

The fundamental importance of all types of UUD according to GEF as the core of general education - the basis for the implementation of the federal standard. The degree of formation of meta-subject actions determines not only the psychological component of the success of mastering academic disciplines, but also the implementation of the Requirements for the results of mastering general education.

The level of mastery of metasubject actions is assessed by several parameters:

Personal development. At the end of the 4th grade, children should be motivated for further educational and cognitive activities, have a clearly formed internal position, focus on moral standards, following them.
Organization and motivation of study. Pupils equally master all types UUDaccording to GEF from the table elementary school, using for their organization of educational activities, setting, accepting and fulfilling educational tasks, planning work, self-assessment of activities with the possibility of making adjustments as necessary.
subject activity. Students learn the experience of activities in each subject area, striving to obtain, transform and apply the knowledge and skills they have received, taking them into account in forming their own picture of the world.
Research activity. Children should be able to work with sign-symbolic means and texts, analyze and perceive them, carrying out cognitive and logical activities in the process of modeling or solving problems.
Culture of communication. Younger students should be able to communicate with peers and elders tolerantly, take into account the opinion and position of the interlocutor, cooperate and interact to solve educational problems, assign roles in teamwork, perceive and transmit information, adequately overcome conflict situations, consciously and adequately build their written and oral speech.

Despite the obviously significant and rapidly growing role of general educational methods of action, the work on the development of UUD in most schools is carried out spontaneously and unsystematically, therefore only selected teachers strive to form universal actions among schoolchildren, which is expressed in an insignificant level of cognitive activity and motivation for learning among schoolchildren, the ability to children to plan and carry out cognitive and educational activities, provoking deviant behavior and school maladaptation. To avoid this, it is necessary to systematically and systematically promote the formation UUD according to GEF 2019, and at the same time reasonableness, awareness, logic of the educational process.