Consider the main types of UUD according to GEF. A table with different types of universal educational actions is presented in the photo.
By this term is meant the sum of the different ways of schoolchildren's actions, which provide the ability to independently learn new skills and knowledge.
Theoretical aspects
The main types of UUD according to GEF are related to the ability of the student, without the help of a teacher, to form new competencies, including independently organizing the cognitive process. The acquisition of the ability to learn allows students to open up great opportunities for different subject areas. The child is aware of the importance and importance of the educational process, its target orientation, value-semantic and operational characteristics.
Learning Components
The formation of UUD is associated with the following elements:
- cognitive motives;
- educational goals and objectives;
- skills to build educational trajectories, transform material;
- monitoring and evaluating the results of their work.
The ability to learn is a significant factor in increasing the effectiveness of students mastering subject knowledge, the formation of competencies and skills, value-semantic foundations of their own moral choice.
Functions
All types of UUD according to GEF in elementary school provide the student with the opportunity to independently carry out the educational process, set goals, search and use the necessary tools and ways to achieve it, monitor and evaluate the results of his work. In addition, UDD contribute to the creation of conditions for self-realization and harmonious development of the child through continuing education.
Cognitive universal learning activities provide skills and competencies in all subject areas.
Types of UUD
Let us dwell on this issue. What are the types of ECM according to GEF? The table presented on the slide confirms their diversity and structure.
Thanks to personal UUD, the value-semantic orientation of students is provided. They gain the skills to correlate actions and events with the ethical principles existing in society, learn to distinguish moral aspects of behavior in interpersonal relations.
Training activities
What types of ECF according to GEF are distinguished for them? A table with a detailed classification demonstrates the allocation of three types of actions :
- self-determination: life, professional, personal;
- meaning-making, which involves the establishment by children of the relationship between the purpose of the educational process and its motive;
- moral and ethical orientations providing moral choice on the basis of personal and social values of moral choice.
Regulatory ECM
They help students organize their own educational work. They include:
- goal-setting (statement of the educational task on the knowledge known and unknown to schoolchildren);
- planning (identifying the sequence of individual stages in educational activity, thinking through an algorithm, a sequence of actions);
- forecasting (anticipation of 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;
- assessment of the acquired material, quality and level of knowledge and skills.
All types of UUD according to GEF, the table of which is presented in the photo, contribute to the self-regulation of students, the mobilization of their energy and strength. Pupils acquire motivational skills to overcome the obstacles set before them.
Features of UD
They include logical, general educational actions, statement and solution of a problem. Currently, the following general educational universal actions are distinguished:
- individual selection and formulation of cognitive goals;
- search and collection of necessary information, the use of information retrieval, including computer tools;
- building the structure of knowledge;
- Conscious and consistent written and oral speech;
- 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 their 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 kind.
Sign-symbolic actions
They constitute a special group of UUD. These include:
- modeling;
- symbolic actions;
- changing the model to identify general patterns relating to a specific subject area.
The formation of UUD 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;
- statement of a hypothesis, its substantiation;
- evidence.
Logical educational actions contribute to the creation by students of independent options for solving various tasks of a search and creative look.
Communicative UUD contribute to the development of social competence, the formation of dialogue skills. Pupils build cooperation with adults and peers through social partnerships. Communicative actions include:
- planning educational cooperation with classmates and a teacher (setting goals, distributing functions among participants in the educational process);
- raising questions, cooperation in the selection and collection of necessary information;
- resolution of emerging conflicts, assessment of alternative options, their implementation;
- control, analysis, correction of the partner's work;
- full expression of his thoughts, according to the tasks and conditions of communication, fluency in 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 psychological qualities of a person occurs within the framework of age-related and normative development of the cognitive and personal spheres of a student. The learning process determines the main content and characteristics of the student’s academic work, determines the zone of the closest formation of the SUD.
The criteria for assessing the formation of universal educational actions among schoolchildren are 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 students.
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 a student is not able to master knowledge only because he is not taught to learn. This is especially true in our time, characterized by the transition from industrial to post-industrial society. In the GEF of the new generation, the formation of UUD, which provide students with the ability to learn, develop independently, improve themselves, are presented as the most important tasks of the modern educational system.