Коммуникативное целеполагание как основа типологизации задач по формированию коммуникативных универсальных учебных действий

Abstract

The didactic conditions related to formation of communicative universal learning activities (ULA) during Literary Reading classes in the lower forms, and the typologization’s basis of tasks for these ULA formation are considered in this paper.
 Along with the knowledge, value relations and positive experience of communication the ULA are a structural component of communicative competence. Communication ULA are the planned result of main secondary program assimilation in the fi rst stage of learning. One of their formation means is common tasks. Diff erent foundations may be used as basis for typologization of tasks related to ULA formation. The tasks whose typologization is based on communication subjects’ cooperation goal are considered in this paper.
 In accordance with this base the following groups of tasks are relieved: on information request, on information exchange, on emotional self-expression, on presentation (knowledge, action, results), on conviction, on reasoned refusal. The proposed paper has been dedicated to communicative ULA formation.