Teacher training includes several activities. One of them is the analysis of the level of development of general programs. Its development is based on the idea of the composition and structure of the results of general education. Let's consider them in more detail.
Common problems
They are universal activities. Today, the school continues to focus on objective results. She is currently releasing good performers. Meanwhile, modernity poses slightly different tasks. For their implementation, high-quality teacher training is needed. Modernity requires people who are ready for self-improvement, independent decision-making. A person who has left school must be able to learn, to perceive new knowledge in constantly changing living conditions. Teachers have an urgent task - to develop in children the ability to independently successfully assimilate new competencies. Its implementation is accompanied by the development of universal action (UUD). The education standard in force today sets certain requirements. Their implementation allows you to solve problems faced by the teacher.
Meta-subject results (GEF)
The expected results of the development of programs are the formation of:
- Ability to plan non-speech and speech behavior.
- Communicative competence.
- The ability to clearly establish the scope of the known and the unknown.
- Ability to set goals and formulate tasks for their achievement, plan the sequence and predict the outcome of actions and the whole work as a whole, analyze the results (both negative and positive), draw appropriate conclusions (intermediate and final), adjust plans, establish new individual indicators.
- Research action. These include, among other things, skills in working with data (the ability to extract information from various sources, organize and analyze them, and present them in different ways).
- Ability to conduct self-observation, self-esteem, self-control in the course of communicative activity.
- Skills of semantic reading. These include the ability to determine a topic, highlight a key idea, predict content by heading, basic words, identify key facts, trace the logical connection between them.
Meta-subject learning outcomes act as “bridges” connecting all sources of knowledge.
The concept
The educational standard offers a qualitatively new approach to the pedagogical process. It involves the elimination of fragmentation, disunity and isolation of various scientific disciplines from each other. Meta-subjects act as a new specific form of training. It is formed on top of traditional general disciplines. The meta-subject approach is based on the thought-activity type of material integration. It also involves a reflective form of relationship to the basic elements of thinking. Any meta-subject lesson contributes to the development of self-mastery skills. Here the conditions are formed for the start of reflection of the child. He must respond to his own actions, be aware of what he did, how and what he received in the end.
Universality of approach
The Ministry of Education, developing new requirements, proceeds from the current socio-economic conditions. The universality of the proposed approaches lies in the fact that children gain knowledge about general schemes, techniques, techniques, patterns of thinking that lie above the disciplines, but are reproduced when working with them. The principle of meta-subject matter is to focus students on the methods of processing and presenting data when studying a large amount of heterogeneous material. The key competency is the ability to independently acquire knowledge. The Ministry of Education, formulating new requirements, focuses on the need for children to actively gain social experience, the ability to improve themselves and develop themselves.
Analysis Features
Evaluation of meta-subject results is presented as a check of planned indicators. They are presented in the sections of universal actions:
- Regulatory.
- Communicative.
- Cognitive.
Meta-subject results are not only universal methods for carrying out actions. They also act as ways of regulating behavior, including planning, correction, and control. The achievement of meta-subject results is made possible thanks to the main components of the pedagogical process. We are talking about all disciplines, the basic plan. Meta-subject results are the skills that students use when acquiring and assimilating knowledge. They apply them to solve problems arising in real life conditions.
Objects of analysis
The main direction in which meta-subject results are analyzed is the area of formation of a number of cognitive, communicative and regulatory ECMs. Among them, in particular, the mental actions of children, focused on checking and managing their work. Assessed are:
- The ability to perceive and preserve learning tasks and goals, independently transform a practical problem into a cognitive one.
- Skills in planning your work, finding ways to accomplish it. These abilities are developed in accordance with the tasks set and the conditions for their implementation.
- The ability to control and adequately evaluate their own actions, to adjust their implementation, taking into account the nature of the mistakes made.
- The ability to show independence and initiative in the process of assimilation of material.
- The ability to search for information, collect and extract essential information from various sources.
- The ability to use symbolic and symbolic tools in the work for modeling the studied processes and objects, creating schemes for solving practical and cognitive problems.
- The ability to interact with peers and the teacher.
- The ability to conduct logical operations of analysis, comparison, classification, generalization according to generic criteria.
- Ability to bear responsibility for the results of actions.
Specificity
Meta-subject results are, in essence, indicative actions. They form the psychological basis and act as the most important condition for success in solving school tasks set by them. By their nature, they act as the personal results of each child. It follows from this that the level of their development can be subjected to qualitative measurement and analysis.
Verification Options
Personal results can be analyzed during the execution of diagnostic, specially designed tasks. They are focused on checking the degree of formation of a certain type of UUD. Achieving results can be considered as an instrumental basis and conditions for the successful implementation of cognitive and practical tasks. This means that, depending on the indicators of verification work in mathematics, Russian and other disciplines, taking into account the errors that were made, it is possible to form a conclusion about the degree of development of the SUD. Achieving results can also be manifested in the success of complex tasks on an interdisciplinary basis. Thus, there are several procedures within which analysis can be performed.
Primary School
Education at a young age involves the formation of the child’s ability to self-regulation and his acceptance of responsibility for his own actions. In elementary school, regulatory UUD is distinguished, reflecting the essence of leading activities. These include skills:
- Accept and maintain goals, follow them in the process of academic work.
- Act on a specific plan.
- Overcome involuntaryness and impulsiveness.
- Monitor the progress and results of activities.
- Distinguish objective difficulties in tasks and the process of assimilation of knowledge.
- Interact with peers and adults.
In addition, meta-subject results show the degree of persistence and determination, life optimism, and preparedness for difficulties.
Control
The main methods are testing, design, observation. Control can take many forms. He can be:
- Frontal.
- Individualized.
- By group.
- In the form of a written survey.
- Personified and non-personified.
As tools are:
- Map of observations.
- Tasks UUD.
- Diary (sheet) of self-esteem.
- Test.
- Monitoring map.
Three levels of competency
At the first stage, regulatory skills are acquired:
- The ability to plan their activities according to the task and implementation conditions.
- The ability to independently regulate the work.
- The ability to analyze and control actions, adjust their implementation in accordance with the nature of the mistakes made.
The second level involves obtaining cognitive abilities:
- Accept and maintain educational goals.
- Transform practical tasks into cognitive ones.
- Work with information and its sources.
- Show independence and initiative.
- Use symbolic and symbolic means.
At the third level (communicative), children learn:
- Interact with the teacher and peers in the process of solving problems.
- Listen and engage in dialogue.
- Participate in a group discussion of the issue.
- Integrate into a peer team, build productive cooperation and interaction.
- Own monological and dialogical speech.
- Express and defend your opinion, accept another.
Work Summary
At the end of the course, schoolchildren should formulate regulatory UUD, with the help of which children:
- Independently organize a workplace.
- Follow the plan of extracurricular and educational activities.
- Determine the purpose of the work with the help of a teacher.
- Follow the instructions of the teacher, the algorithms that describe standard actions.
- They determine the plan for solving problems in the lessons, as part of extracurricular activities, in various life situations in the process of interaction with the teacher.
- Correct the execution of tasks.
With the help of the formed cognitive UUD, students:
- Oriented in text materials.
- They independently seek the necessary information for solving problems in tables, dictionaries, reference books placed in textbooks.
- Oriented in the diagrams, drawings presented in the texts.
- Briefly and in detail retell the listened or read material, make simple plans.
- Explain the meaning of the names of works, their relationship with the content of the texts.
- Group and compare objects and objects on several grounds.
Using communicative ECM, children:
- Observe the rules and norms of etiquette in communication in everyday life.
- They read to themselves and aloud texts from textbooks, popular science and fiction books, understand the content, including the title.
- Design their thoughts in writing or orally, taking into account their own school and life speech situations.
- Participate in dialogs.
During the final check of the level of mastering the main program by schoolchildren, the results necessary for continuing education are analyzed.
Conclusion
As you can see, meta-subject results are closely related to all areas of educational and pedagogical work. At present, they are of key importance for the formation of necessary skills among schoolchildren of any age. Meta-objects express the idea of reflectivity in relation to disciplines. As a rule, a child, studying material in chemistry, physics, history, biology, etc., remembers key definitions and concepts. In meta-subject lessons, he does another. The student does not remember, but traces the origin of these basic terms and definitions. In fact, he again opens up this sphere of knowledge for himself. The whole process of the appearance of certain events and objects unfolds before the student. In practice, he re-opens what has become known in the distant time, restores and determines the form of existence of this knowledge. However, this is only the initial level. Having done work with various subject materials, the student forms a conscious attitude not to any particular concept, but to the method of his cognitive activity. Improving their skills, the child quickly begins to navigate the material. Showing independence and initiative, he searches for new sources of information, collects and summarizes the information found, compares it with the data obtained in the lessons.
It is also very important for the teacher to establish close contact with the child. This is especially true at the initial stage of the formation of UUD. The desire of children for further self-improvement and self-development will largely depend on this. In this regard, when working, you cannot focus on the formation of a specific skill. Their development should be comprehensive and continuous. For the successful implementation of tasks, the teacher needs to analyze their work and the activities of students. Taking into account certain indicators, a plan for the coming year should be formed.