Under the universal educational actions should be understood as a system of ways to study the world, create an independent process of research, search. This is a set of operations to systematize, process, generalize and subsequently apply the information received. Let us further consider how the formation of cognitive UDD occurs in modern pedagogical practice.
General information
UUD is a complex of generalized learner actions, skills and abilities associated with them. They provide the ability to independently assimilate new information, skills, knowledge, consciously and actively receive social experience, and self-improvement. Its integrative nature allows us to define the system of universal actions under consideration as a key competency. Through it provides the "ability to learn." Key competence is defined by Bondarevskaya as personality-aware, included in subjective experience, having an individual meaning, a system of knowledge, skills, which has universal significance. This means that it can be applied in different types of activities in the process of solving many vital problems.
Classification
The developers of GEF distinguish the following types of UUD:
- Regulatory.
- Cognitive.
- Communicative.
- Personal.
The latter give meaning to the learning process. They are aimed at the adoption, awareness of schoolchildren of life values. Thanks to them, students can navigate moral rules and norms. Regulatory actions ensure the organization of educational activities. This is achieved by setting goals, forecasting and planning, monitoring and adjusting actions, as well as evaluating the effectiveness of assimilation. Communicative ECMs provide collaboration. It involves the ability to listen, understand, plan and coordinate joint activities. Communication in actions allows you to effectively distribute rhodi, establish mutual control of actions. As a result, students gain discussion skills and consensus building.
Cognitive UUD
This direction includes logical, general educational actions, the formulation and solution of the problem. For a modern student, the ability to navigate in the flow of information that he receives during the training is extremely important. For the effective acquisition of knowledge, it is necessary to process and assimilate the material, search for the missing information, comprehend the texts. The student must be able to choose the most effective methods of solving problems taking into account specific conditions, monitor and evaluate the process and the results of his activities, reflect on the methods and circumstances of actions, as well as formulate and pose problems.
Structure
Cognitive UUD in the classroom involves the following skills:
- Read and listen, selecting the necessary information, find them in additional sources, in the materials of textbooks, notebooks, and literature.
- Be aware of the task.
- Perform analytical, synthesizing, comparative, classification operations, formulate causal relationships, draw conclusions, generalize.
- To carry out cognitive UUD in mental and materialized forms.
- Understand the information presented with a model, schematic, pictorial views, use symbolic and symbolic means in solving various problems.
Technique
The formation of cognitive UUD in the lessons is carried out by selecting tasks for which the correct decision results cannot be found in the finished form in the textbook. Along with this, there are clues in the illustrations and texts, using which the student can correctly solve the problem. In the framework of searching and highlighting the necessary information, structuring knowledge, various pedagogical techniques are used. With their help, cognitive UUD are formulated and improved. Mathematics is a subject in which you can use:
- "My own examples." Students come up with tasks, prepare examples on new material, offer ideas for further application of the information received.
- "Help for the teacher." The teacher makes the most of the circumstances in which children can assist him. For example, the teacher invites them to voluntarily develop material for subsequent use in the classroom. For example, it can be tasks for the test.
Cognitive UUD: "Russian language"
One of the commonly used techniques is the reception of repetition with control. Children make lists of questions for the entire topic studied. Some students ask questions, while others (at the request of a asking classmate or teacher) answer. You can also hold a competition for the best list. For example, when studying nouns, children pose the following questions:
- What is a noun?
- What does it mean?
- What significant names characterize animate objects?
- How do nouns change?
- What questions can answer inanimate nouns?
- How is gender determined?
- What spelling rules are used for proper names?
Control
Cognitive UUD in mathematics lessons, for example, may include:
- Training tests. The teacher conducts them in the usual way, however, grades are put into the journal at the request of the students.
- Blitz control. Within 7-10 minutes, the teacher conducts a written survey at a fast pace. Thus, the level of mastering the skills that are necessary for subsequent productive work is determined. Answers may be given to the teacher. Self-checking is also effective in this case, when the teacher shows or dictates the correct answers. In such blitz control it is very important to establish the standards by which the assessment will take place. For example, if 6-7 of 7 tasks are correct, then a score of 5, if 4 are correct, then, respectively, 4.
- The survey is the result. Towards the end of the lesson, the teacher asks questions that encourage reflection. Questions can be formulated by the children themselves.
Modeling
These are special cognitive UUD, including symbolic and symbolic actions. For example, when studying the human body, students present their models, performed independently. Sign-symbolic cognitive UUD in mathematics lessons can include the construction of logical circuits and chains of reasoning, summing up the given concepts, deriving the consequences.
Games
The game "yes and no" helps to link disparate facts into one whole. Cognitive UUD of this type put children in an active position. They learn to systematize the information received, listen and delve into the words of classmates. The essence of the game is that the teacher makes up the subject, number or of any historical / literary hero. Students need to know him. At the same time, they can ask questions that suggest answers of "yes" or "no." The story is "in the chain." The teacher begins the survey with one student. At a certain place, he interrupts him with a gesture, inviting the other child to continue.
Algorithm Creation
Cognitive UUD in the lessons contribute to solving problems of a search and creative nature. In the process of learning topics, the teacher can use the following techniques:
- Fantastic supplement. Telling the topic, the teacher can, for example, transfer a literary or real hero in time, exclude him from the work. As a "fantastic element" can be the addition of a hero with a subsequent analysis of the alleged events. It will be interesting to consider a situation from an extraordinary point of view, for example, through the eyes of an ancient Egyptian or an extraterrestrial.
- The intersection of topics. The formation of cognitive UDD may involve inventing or selecting tasks, examples, and questions by which the material presented in the current lesson is associated with the previously studied.
Amazing facts
Of particular importance are cognitive UUD in elementary school. The teacher finds a plane of consideration of the subject, in which ordinary things become amazing. In this case, we are talking about the formulation of the problem, the creation of a contradictory situation and the awareness of it by students. So, for example, using cognitive UUD in elementary school, it is possible to effectively present material on the topic "water". The teacher tells an interesting story about the fact that in one African country children are read about an amazing country where people can walk on water, and this is true. The teacher invites students to look out the window behind which it is snowing. Thus, the teacher explains the different states of water and its properties.
Design
The receptions which enter into it act as the most effective cognitive ECM of younger schoolchildren. From the 3rd grade, children learn to create presentations on the computer. They are also given assignments for compiling electronic photo albums, recording films on the topics being studied. Designing can be used in various lessons: mathematics, the world, reading, and so on.
Action Results
In the work of the teacher, not only application is important, but also the constant development of cognitive UUD. With the regular use of certain techniques, both considered above and compiled independently, an intensive professional growth of the teacher is noted. Such pedagogical work ensures the formation of children's ability to self-improvement and self-development through the acquisition of new experience. Accordingly, there is progress in the learning activities of the students themselves. Improving the ability to acquire knowledge, in turn, acts as a key competence of the student in the framework of the implementation of the GEF.
Approaches Used
Currently, the methods of forming cognitive UUD are considered by such figures as Peterson, Volodarskaya, Karabanova, Burmenskaya, Asmolov. Peterson’s conceptual idea, for example, is that universal learning activities are created just like any other skill. The latter, in turn, goes through several stages:
- Representation of the situation, initial experience and motivation.
- Gaining knowledge and the method of implementing the action.
- Practice in applying the information received, correction and self-control.
- Testing the ability to perform actions.
According to Peterson, the same path is taken by students in the formation of the UUD.
Formulation of the problem
To teach a student to formulate and set a task, it is necessary:
- Create the ground for the formation of experience and the ability to detect a problem.
- Clarify the concept.
- Explain the importance of one's own ability to formulate and pose problems.
- Explain how to identify and compose a task.
The child must be able to consciously formulate problems. At the end of theoretical and practical knowledge, control of acquired knowledge is carried out.
Specificity
Achieving the goal - the ability to formulate and pose problems - is not in one lesson. The problem can be solved only through the systematic systematic use of problem-dialogical, activity methods. Their use will allow the formation of the necessary cognitive UUD in children. In a book on research teaching methods, Savenkov considers the problem as uncertainty, difficulty. To eliminate it, it is necessary to take actions focused on the study of all the elements associated with the situation. In this publication there are tasks that allow you to develop the ability to see, detect a problem, put forward various hypotheses, formulate questions, make generalizations, conclusions. It is extremely important for the teacher to develop a system of thoughtful tasks, exercises, and control measures.
Inductive method
At the stage of designing a way out of a difficult situation, the teacher forms cognitive UDD among students. In particular, general educational activities are being created. They include the iconic and symbolic UUD - modeling of the situation and exit from it. In the process, the most effective solutions to the tasks are selected, taking into account specific conditions. From this it follows that most of the information that is to be studied, for example, in the lessons of the surrounding world, should be introduced by the inductive method. It involves the observation, comparison of paintings, drawings, photographs, the implementation of the proposed tasks, the solution directly in the process of studying emerging difficult situations. Problematic and inductive approaches, which require reflection and argumentation from children, contribute to the formation and improvement of cognitive UUD.
Conclusion
The formation of UUD is today considered one of the priority areas of modern education. Standards that were in force in the past emphasized the substantive content of the learning process. The basis of education was the amount of skills, abilities, knowledge that a child should master. Modern practice shows that the requirements set for the level of training in specific subjects do not guarantee the successful socialization of the student after completion of school. The key importance is acquired by subject-matter skills to independently organize their own activities.