Organization of tasks for self-training in order to form regulatory UMS for younger schoolchildren

Abstract

Regulatory universal learning activities occupy a central place in the organization of the ability to learn. They contribute to regulation, organization and correction in practical pedagogical activity. The development of regulatory universal educational actions is directly related to the formation of personal qualities: purposefulness, organization, independence, diligence, activity. They influence the formation of arbitrariness of thinking, behavior, communication of students, and together form the ability of students to learn independently. In the article, the conditions of formation of regulatory universal educational actions in primary school for students are considered, the features of the organization of tasks for self-preparation in order to form regulatory universal educational actions for younger schoolchildren are investigated. The experimental study proves the effectiveness of using a special self-training organization, in which students learn to independently identify problem points in their skills, independently choose tasks to eliminate the detected gaps, plan their implementation, monitor, evaluate and correct the results of their educational activities. The present study has allowed us to conclude that regulatory universal educational actions are the basis for the formation of students' core competencies. It has been empirically proved that the introduction of such forms of work as independent training into the educational process contributes to the full development of components of regulatory universal educational actions in younger schoolchildren.