The system-activity approach, as the basis of the FSES, is aimed at the formation in children of those qualities that they will need not only in the process of obtaining education, but also in life. The teacher, guided by the main principles of the method, teaches students to engage in an independent search for knowledge and information, the result of which is the discovery of new knowledge and the acquisition of some useful skills. And this is exactly what children need at the initial stage of education.
Key Points
The system-activity approach, as the basis of the FSES, is based on a number of didactic principles. Each of which is taken into account in the formation and planning of educational activities by the teacher.
It is based on the principle of integrity. Thanks to him, the pupils develop the correct idea of the world. They learn to perceive it as a system.
Next comes the principle of variability. Its observance implies the regular provision of the students with the opportunity to choose their own activities. It is very important. Indeed, in such situations, children acquire the skill of making an informed choice.
The principle of activity is also important. It implies the active inclusion of the child in the educational process. Children should learn not only to listen to information and perceive the finished material, but also to extract it independently.
Psychological aspect
In addition to the above, the principle of creativity is also observed, aimed at developing the various abilities of the pupils.
Psychological comfort is also taken into account, reminiscent of the importance of building children's activities according to their interests. The minimax principle is also important. It consists in the mandatory consideration of the individual characteristics of each child in the educational process. All children develop at a different pace, and each of them is different from each other. A good teacher must always remember this.
And another principle is the continuity of the educational process. The system-activity approach, as the basis of the GEF, includes it without fail. This principle ensures the formation and subsequent development of universal educational actions among pupils at each age stage. Compliance with this provision contributes to personal self-development at all levels of education, without exception. That is why it is so important to lay the appropriate "base" at an early stage.
Interaction with parents
There are several more nuances that should be noted attention. The system-activity approach, as the basis of the GEF, has clear and detailed provisions. But what about their implementation? It is possible only if the parents of the students will be interested in this. Their involvement in the activities of the DOW is mandatory. Without close interaction, nothing will work.
The teacher, in turn, must form the correct understanding of the unity of the tasks and goals of the preschool educational institution and the family. He needs to contribute to the growth of their psychological and pedagogical competence. For this, consultations, discussions, meetings, conferences, and trainings are organized in institutions. Parents, taking part in them, demonstrate indifference to their child and interest in its diverse development. In addition, they can help educators by talking about the characteristics of their children.
Implementation approach
It is carried out in several steps. The system-activity approach, as the methodological basis of GEF, implies strict adherence to sequence. The teacher works with young children, who need to carefully explain everything, and so that they understand.
Therefore, the first step involves familiarizing the students with the situation. At the second stage, knowledge is updated. Then - collective work to identify difficulties in solving the situation. The consequence of this step is the discovery by pupils of a new knowledge or method of action. The last step is to understand the results.
And the system-activity approach to teaching is implemented. Thanks to this teaching method, children are not shy about being active, thinking and expressing their thoughts. The method is based on dialogue and communication, so that the pupils not only acquire new knowledge - they also develop their speech.
Teacher Actions
The system-activity approach, as the basis for the implementation of the GEF, requires professionalism from teachers. To take the first step and introduce children to the educational situation, the teacher must contribute to the creation of a psychological focus on the implementation of actions. To do this, you need to use techniques that are appropriate to the characteristics of the age group and situation.
Also, the teacher must be able to correctly choose a topic. It should not be imposed on them. On the contrary, the teacher must provide children with the opportunity to act in a situation that is familiar to them. Only on the basis of their preferences does he model her. And this is correct, because only something familiar and interesting can activate children and make them want to participate in the process. And to identify the topic, the teacher should identify several options that are attractive to students. Then they themselves will choose the most interesting.
Then the teacher, using the lead-in conversation, helps children find ways to solve the problem. The main task is not to evaluate the answers. The teacher needs to teach children to find a way out of the situation, based on their knowledge and experience.
Other aspects of teaching
There are many other nuances that include the concept of a system-activity approach to learning. In addition to the implementation of developmental work with the entire student body, the teacher also deals with other aspects that the field of pedagogy implies.
Each educator is obliged to conduct a psychological and pedagogical diagnosis of educational universal actions available to children, and to participate in monitoring the implementation of the GEF. The teacher also carries out correctional-developmental and advisory work with individual pupils. Be sure to conduct psychological and pedagogical education of children.
At the early stage of education (in preschool and elementary grades), the teacher plays the role of not only the teacher, but also the teacher, the second parent. He must create all the necessary conditions for the realization of the individual and personal capabilities of children.
Game method
The system-activity approach, as the basis of the FSES DOW, is implemented in various ways. But the most popular and effective is the game method. This is a unique form of learning, which makes it possible to make the process of basic education for children more fun and interesting.
Game forms make it possible to effectively organize the interaction of the teacher with the pupils and make their communication more productive. Also, this method develops children's observation and allows you to gain knowledge about the phenomena and objects of the world. Also in the game are educational and upbringing opportunities, which, with a competent teaching approach, are fully realized.
Also, this entertaining method goes well with "serious" learning. The game makes the process of obtaining knowledge entertaining, forms a good and cheerful mood in children. As a result, pupils learn information with great interest and are drawn to gaining knowledge. In addition, games can improve the thinking of children, their creative imagination and attention.
Competency Selection
This is not all the aspects that the system-activity approach includes as the technological basis of the GEF. The range of issues discussed in the pedagogical sphere is much wider. And special attention is paid to the selection of competencies. Today there are five of them, if you do not include the educational, cognitive and communicative aspects that were mentioned earlier.
The first category includes value-semantic competences. They are aimed at developing children's moral principles and moral principles, as well as at instilling in them the ability to navigate the world and become aware of themselves in society.
The second category includes general cultural competencies. Even at the initial stage of education, children must absorb the spiritual and moral foundations of human life, the social, domestic, and cultural foundations of society.
There are also places to be informational competencies. Their goal is to develop in children the ability to search, analyze and select information for its further transformation, storage and use. The last two categories include social and labor and personal competencies. They are aimed at mastering children's knowledge in the civil-public sphere and at mastering various ways of self-development.
The importance of methodology
Well, as it was already possible to understand, the system-activity approach in training is the basis of the Federal State Educational Standard, which is really being implemented in the modern sphere of education. It is aimed at the formation of basic educational skills in children. Which will allow them to quickly adapt in elementary school and begin to master new knowledge and skills.