DIAGNOSTICS OF FORMATION OF COMMUNICATIVE UNIVERSAL LEARNING ACTIONS OF PRIMARY SCHOOL CHILDREN IN INCLUSIVE PRACTICE

Abstract

This article presents the results of a diagnostic observation of the formation of communicative universal learning actions of primary school children in inclusive practice. The article defines the terms “diagnostics” and “communicative universal learning actions” as key research concepts; demonstrates the development of simulators for the diagnostics of communicative universal learning actions in pupils of grade 1; presents the characteristic of the level of formation of communicative universal learning actions of elementary school children and the dynamics of their progress in mastering communicative universal learning actions (KUUD). In the study, the following methods were used: analysis of psycho - pedagogical literature; entrance and final testing; and quantitative and qualitative processing of experimental data. Diagnostics of the level of formation of communicative universal learning actions was carried out at two stages: entrance and final testing. The stage of entrance diagnostics was carried out in order to identify the level of formation of communicative universal learning actions at the beginning of the school year and made it possible to single out a group of children with learning difficulties. The final diagnostics was carried out at the end of the school year and allowed tracking the dynamics of the progress of students in the course of purposefully carried out training. The conclusions about the state of the formation of communicative universal learning actions in elementary school students in an inclusive environment are laid out in the article. As a result of the study, the levels of the formation of communicative universal learning actions in primary school pupils with the help of an express simulator were determined and a group of children with learning difficulties was identified. The use of express simulators to diagnose the formation of universal learning actions in school practice may be useful for primary school teachers.