Formation Of Universal Educational Actions Research Articles

Дискутирование как основа реализации универсальных учебных действий (на основании зарубежного взгляда на дебатирование в образовательной деятельности)

The Federal Educational Program of General Secondary Education mentions the use of discussion in the educational process occasionally. Communication is considered as a means of ensuring the formation of universal educational actions (UES). Communicative activity differs from communicative actions on the basis of a motive, which is based on the need for communication, which is more developed in modern youth than the cognitive need. The article substantiates the necessity of transferring the communicative activity of students to the classroom (classroom) and filling its content with educational information. This approach dictates the need for work based on discussion, in which the communicative activity of the participants reaches a maximum. Based on the concept of discourses of J. Lacan (Master’s discourse, university discourse, hysteric discourse, analyst’s discourse) and the practice of debating in modern American university culture, the possibilities of using different forms of discourse in various kinds of discussions and options for their use in the educational process are analyzed. The materials are accompanied by a brief retrospective of the use of discussion in state and military policy and the conclusion is made about the need for a wider introduction of discussion (debating) to form the ability to communicate within the framework of the UES.

Lesson-game "In search of lost bytes"

The article describes the experience of developing and conducting a lesson-game in informatics, in which, in the form of a team competition, students' initial knowledge about the computer, types of information, actions with information is repeated and consolidated, and logical thinking is also activated. All stages of team game are presented with the formation of universal educational actions in students and the achieved subject learning results. The content of the lesson is structured in such a way that, after passing all competitions, students will be able to consolidate subject competencies and continue to develop meta-subject competencies. The course of the lesson is based on the fact that students take turns performing tasks and working in a team. Each stage of the lesson is accompanied by a demonstration of tasks and questions on an interactive board with musical accompaniment, which ensures a positive mood for the game. The jury assigns points to teams using score sheets. At the end of the lesson-game, the jury announces the results, and the teams are awarded places in the competition. The teacher prepares award materials in the form of certificates and medals in advance.

Emotional stimulus of teaching foreign-language reading in a secondary school. Part 1

The problem for the research. Foreign-language reading provides favorable opportunities for a student’s holistic development. However, in today's teaching practice, there is a situation of mismatch between the “knowledge” ways of achieving the goals of the lesson and the emotional factor. There is an obvious contradiction between the recognition of the effectiveness of reading as a means of a personality’s spiritual development in the unity of all his/her spheres and the primacy of intellect and will in school teaching practice. Methods of investigation. 52 seventh-graders of secondary school No. 11 in Kirov (Russian Federation) took part in the experimental work. To obtain the subject results of the experiment (in the field of foreignlanguage reading), the method of calculating the success rate (V. P. Bespalko, A. N. Shamov) was applied; metasubject and personal results – the questionnaire “Formation of universal educational actions” by L. I. Timonina. Processing the results, statistical methods were used: standard deviation, t-criterion. The findings of the study. The results of the final control showed that the level of proficiency in subject educational results increased in 78% of students; metasubject – in 70%; personal – in 81%. The reliability of the results is confirmed by the use of mathematical statistics methods for subject, metasubject and personal results. Conclusion. The components of the emotional stimulus are characterized, and the effectiveness of its model in teaching foreign-language reading in a comprehensive school is proved (on the materials of the middle stage). Keywords: foreign-language reading, teaching conditions, external conditions, internal conditions, an emotional stimulus, stimulus components.

Algorithmic Thinking: Psychological Essence and Socio-Economic Consequences

At present the professors of universities and Secondary Vocational Education, as well as, psychologists who study the psychological state of students note the total predominance of students in algorithmic thinking. In training and subsequent practical activity algorithmic thinking is quite suitable for solving standard problems, but if it is necessary to make a decision in a non-standard situation, the educational psychological professional activity of people with this form of thinking is completely paralyzed. The purpose of the study is to investigate the fundamental educational reasons for the widespread algorithmic thinking in the younger generation, as well as the socio-economic consequences of this phenomenon. The study used the regularities of productive thinking, determined by the presence of the problem situation. The following methods were used in the course of the study: generalizing analysis of scientific and scientific-methodological literature on the problems of development of different types of thinking, analytical reviews of statistical data; a form of analysis through synthesis that allows to identify new, non-protruding properties of the problem situation directly in our perception. The study revealed that algorithmic thinking is developed and consolidated at the stage of schooling as a result of “technologies for the formation of universal educational actions”, which are the one of the key concepts in the system-activity approach that underlies federal state educational standards. It is proved that the socio-economic consequence of the phenomenon under study is a statistically fixed expanding trend of a massive decrease in the share of qualified specialists in all spheres of the Russian economy. According to the forecast of experts, also voiced by President Vladimir Putin, the shortage of qualified personnel will lead in the coming years to losses in the Russian economy, amounting to hundreds of billions of dollars. A problem of this scale and complexity can be solved only at the level of a political or social order.

Emotional value technology of teaching foreign languages in a secondary school at the stage of implementing communication

The problem for the research. A language as a means of communication relates to the basics of people’s worldview, to the sphere of their emotional response. The process of teaching foreign languages is associated with the entry of students into the world of emotions and values of representatives of another culture. The search for means of implementing the emotional value orientation of a teaching process makes us turn to the emotional value technology. We intend to characterize its use and prove its effectiveness at the stage of implementing foreign-language communication in a secondary school. Methods of investigation. 78 students of the 9th grades of schools in Kirov and the city district “Lesnoy” (Sverdlovsk region, Russian Federation) participated in the experimental work. In order to obtain experimental data of a subject character, the method of calculating the success rate was used (V. P. Bespalko, A. N. Shamov); of metasubject and personal character – the questionnaire “Formation of universal educational actions” by L. I. Timonina; of personal character – the author’s method “Determining the level of students’ proficiency in the system of national and universal values in a foreign language class”; “Emotional intelligence” by N. Hall; the questionnaire by A. V. Zverkov and E. V. Eidman “Research of volitional self-regulation”. To process the results, methods of mathematical statistics were applied: standard deviation, F-criterion. The findings of the study. At the end of the experimental training, the level of proficiency in subject educational results increased in 86 % of schoolchildren, and only in 14% it did not change. Concerning the metasubject results, the corresponding indicators are 85 and 15%; in the sphere of personal results – 88 and 12. The differences in the results of students in the control and experimental groups are explained not by random reasons, but by conducting experimental training (F = 1.7/1; 1.65/1 and 1.0022/1 (p<0,05) respectively). The data indicate the effectiveness of the emotional value technology. Conclusions. In the process of adaptation, the technology model acquired the ability to function in the conditions of the stage of implementing communication. The results of using the technology are of a subject, metasubject and personal character. This is a contribution to the formation of an integral linguistic and cultural personality of a student. Keywords: teaching foreign languages, the emotional value orientation, the emotional value technology, technology adaptation, foreign-language communication

The Use of Situational Tasks in Chemistry Lessons as a Means of Forming Universal Educational Actions of Students

When situational tasks in chemistry are used in the educational process, universal educational action is formed – the ability to conduct research work. Each situational task compiled by a student can be considered as a mini research project. When drawing up such tasks, students learn to set goals and outline ways to implement them (regulatory universal educational actions). When working with situational tasks, school students learn to apply subject knowledge in non-standard situations close to real life. Therefore, an increase in the level of success in working with situational tasks leads to an increase in the level of formation of this universal educational action. The analysis of the results of the ascertaining stage of the study indicates the predominance of reproductive and partially search levels of students' ability to work with information (information competence), as well as a low level of success in working with situational tasks and, accordingly, a low level of formation of communicative competence. The analysis of the results obtained by us in the control and experimental groups at the ascertaining and formative stages of experimental work allows us to conclude that the formation of universal educational actions of students proceeds more effectively when implementing a structural and functional model of the formation of universal educational actions of students through the use of situational tasks in chemistry in the educational process.

Emotional stimulus of teaching foreign-language reading in a secondary school. Part 2

The problem for the research. Foreign-language reading provides favorable opportunities for a student’s holistic development. However, in today's teaching practice, there is a situation of mismatch between the “knowledge” ways of achieving the goals of the lesson and the emotional factor. There is an obvious contradiction between the recognition of the effectiveness of reading as a means of a personality’s spiritual development in the unity of all his/her spheres and the primacy of intellect and will in school teaching practice. Methods of investigation. 52 seventh-graders of secondary school No. 11 in Kirov (Russian Federation) took part in the experimental work. To obtain the subject results of the experiment (in the field of foreign-language reading), the method of calculating the success rate (V. P. Bespalko, A. N. Shamov) was applied; metasubject and personal results – the questionnaire “Formation of universal educational actions” by L. I. Timonina. Processing the results, statistical methods were used: standard deviation, t-criterion. The findings of the study. The results of the final control showed that the level of proficiency in subject educational results increased in 78 % of students; metasubject – in 70 %; personal – in 81 %. The reliability of the results is confirmed by the use of mathematical statistics methods for subject (tEMP = 2,22 > tCRIT = 2,009), metasubject (tEMP = 2,19 > tCRIT = 2,009) and personal results (tEMP = 2,25 > tCRIT = 2,009) at the significance level of p<0,05. Conclusion. The research, presented in the 1st part of the article, is continued. The components of the emotional stimulus are characterized, and the effectiveness of its model in teaching foreign-language reading in a comprehensive school is proved (on the materials of the middle stage).

Conditions for Ensuring an Active Cognitive Activities when Using Remote Educational Technologies for Improving Teacher Qualifications

The problem of research and justification of its relevance. The article is devoted to the problems of using distance learning technologies and e-learning in improving the qualifications of teachers. Information technologies are developing intensively, the process of their introduction into education is increasing. It is necessary to comprehend the results of their use for teacher training, the content of which is not the development of information competence. The purpose of the study is to determine the conditions that ensure the active productive activity of students of teacher training courses when using distance learning technologies and e-learning for the formation of professional competencies and labor actions related to the systematic analysis of the effectiveness of training sessions and approaches to teaching and the formation of universal educational actions of students. To identify the conditions, the experience of implementing additional educational programs by the Department of Natural Science Education of the Novosibirsk Institute of Advanced Training and Retraining of Educational Workers is analyzed. Research methodology. The following methods were used in the study: the study and analysis of pedagogical literature, questionnaires, synthesis and generalization of practical results. Results. The analyzed data show that teachers are ready to work productively with the use of distance learning technologies, electronic education, provided that there is the possibility of prompt feedback, the possibility of personal contact with the teacher and the use of webinars, with the provision of a dialogue response. The answer to his question is important to the teacher. Therefore, it is necessary to provide an interactive mode of interaction, which is the main condition for productive work in the implementation of an additional professional qualification improvement program. Another important condition is to ensure the team improvement of the qualification of teachers of one educational organization.

Пилотный эксперимент по развитию исследовательских умений школьников при обучении математике в условиях инклюзии

Introduction. The implementation of educational programs in a modern school involves the formation of universal educational actions, including those actions that ensure the successful implementation of research activities, the so-called research skills in all categories of students. Unfortunately, there is currently an increasing trend in the number of children and adolescents with disabilities, which actualizes the problem of introducing inclusive education. The potential of mathematics as a school discipline can be used to form and evaluate the research skills of schoolchildren under conditions of inclusion. The purpose of the article is to present the experience of organizing a pilot experiment on the formation of research skills of ninth grade students in teaching mathematics under inclusion conditions and to analyze its results. Research methods. The analysis and generalization of scientific literature on the theory of problem-based learning, on the problems of mathematical training of children with disabilities and the use of interactive teaching methods are applied. Empirical methods were used: questioning of teachers and teachers of mathematics of educational organizations; observation; design of didactic tools to ensure the process of formation of research skills of all categories of students; pilot experiment and analysis of its results. The study involved the experimental ninth grade of school No. 55 in Novokuznetsk, in which there was a student with disorders of the musculoskeletal system (DMS). In the experiment, a binomial criterion was used to process the results. Results. The students of the experimental group were involved in the process of forming research skills, while the key feature of the methodology used is its reliance on a specially developed system of multi-level research open mathematical problems and differentiated educational research with the possibility of their implementation by means of a digital educational environment in online and offline format. A statistically significant positive dynamics of the development of research skills of ninth graders, including a student with disabilities, was revealed: Zem>Zcrit (2.46>1.64). Conclusion. The methodological techniques for the formation of research skills of schoolchildren in teaching mathematics under conditions of inclusion are summarized; the conclusion is made about improving the quality of mathematical education and promising areas for further research.

INNOVATIVE PROGRAM FOR DEVELOPING THE VALUE ATTITUDE OF STUDENTS TO HANDICRAFTS IN ADDITIONAL EDUCATION

The research is aimed at the development of an innovative program for the formation of the value attitude of students to handicrafts in additional education and experimental proof of its effectiveness in the educational process. Research participants: schoolchildren involved in additional education circles (n = 43) "Mechanic" in Izhevsk. To implement diagnostic procedures, B. Bloom's taxonomy was used, focused on analyzing the value attitude of students to manual creativity according to the levels of formation of universal educational actions: subject, cognitive, communicative, personal and regulatory. During the 2020-2021 academic year in the "Living Tree" circle, an author's program was implemented, filled with innovative content based on information and interactive technologies, in stages: motivational-orientation, training-propaedeutic and procedural-educational. The study presents in detail a fragment of the implemented program based on the original training modules "Decoupage" and "Scrapbooking". Monitoring after the experiment showed reliable results, confirmed by mathematical and statistical processing, in increasing the value attitude of students to manual creativity through increasing communicative, personal and regulatory universal educational actions of students.

The Study of the Formation of Universal Educational Actions among Students in the Preparation of the Final Individual Project

The subject of the study is the methodology for the formation of universal educational activities that are trained in the process of implementing the final individual project. The object of the research is universal learning activities. In the course of the study, a model for the formation of universal educational activities was developed, as well as a form for studying the level of their formation. In the course of the study, the theoretical foundations of the process of forming skills and abilities were studied, the results of scientific works aimed at studying the use of final individual project as a form of attestation of students, as well as the provisions of the main legal acts that consolidate these theses, were used. The Federal State Standards consecrate the requirements for the results of the development of the main educational program, including the implementation of the final individual project. Concretizing the used theoretical provisions on universal educational activities, a pedagogical model of their formation in the process of creating final individual project was developed. This model is a practical understanding and consistent implementation of the theoretical vision of the process of their formation. The pedagogical model of the formation of universal educational activities can be used both in the phased implementation of the final individual project, and in the analysis of final works, at the stage of demonstrating and summing up the results of activities. Based on the methods used for organizing experimental work, a phased plan was implemented aimed at the formation of universal educational activities through the implementation of final individual project. A comparative analysis at the final stage of the experimental work revealed a positive dynamic in the formation of universal educational activities, which was confirmed by the results in the experimental group of students.

К ВОПРОСУ ФОРМИРОВАНИЯ РЕГУЛЯТИВНЫХ УНИВЕРСАЛЬНЫХ УЧЕБНЫХ ДЕЙСТВИЙ СТАРШЕКЛАССНИКОВ ПРИ ПРЕДМЕТНОЙ ПОДГОТОВКЕ К ЕДИНОМУ ГОСУДАРСТВЕННОМУ ЭКЗАМЕНУ

The article considers the issue of the formation of regulatory universal educational actions of senior pupils in preparation for the Unified State Exam. The author emphasizes the continuity of the formation of universal competencies in the educational environment of universities, which makes the systematic work on the formation of universal educational actions of schoolchildren at all levels of general education relevant. The author reveals the possibilities of an axiological approach in the formation of regulatory universal educational actions of senior pupils in preparation for the Unified State Exam in English.

Content and requirements for the development of environmental competence in future teachers

Personal development in the education system is ensured by the formation of universal educational actions as the basis of the educational and upbringing process. The concept of universal learning activities takes into account the experience of the competence-based approach, i.e. using the acquired knowledge and skills in practice.

Content and Requirements for the Development of Environmental Competence in Future Teachers

Personal development in the education system is ensured by the formation of universal educational actions as the basis of the educational and upbringing process. The concept of universal learning activities takes into account the experience of the competence-based approach, i.e. using the acquired knowledge and skills in practice.

Research work of the bachelor of pedagogy on the formation of universal educational actions in younger schoolchildren

Research work of the bachelor of pedagogy on the formation of universal educational actions in younger schoolchildren

Electronic educational resource "Entertaining Informatics"

The article describes the electronic educational resource "Entertaining Informatics" for secondary schools, the use of which is aimed at implementing a system activity approach in the educational process to achieve students not only subject results, but also metasubject and personal ones.The resource can be used both by teachers in the educational process and by students for independent work. The use of the application in the classroom and outside the classroom allows to increase the efficiency of learning, create a productive atmosphere and interest of students in the studied material, helps to increase cognitive interest, the formation of universal educational actions of students, is aimed at personality oriented and individual learning.The application does not require special installation on a local computer; to work with the application, you only need a modern browser and Internet access. The student can work with the resource both at school and at home, both on a personal computer and on smartphone and tablet. You can complete assignments on the interactive whiteboard. The teacher can include resource elements in their courses in the Learning Management System Moodle by adding them as an external application.

Distance Learning Tools in a Comprehensive School

In the article the concept of “distance learning” and “distance learning tools” on the basis of analysis of scientific literature is discussed. Distance learning is interpreted by the authors as a process of interaction between subjects of educational activity (teachers and students) with various tools, the result of which is the development and formation of universal educational actions, subject and metasubject skills. Classification of distance learning tools in general education schools has been done, they include: messengers, platforms for conducting online classes, social networks, portals with ready-made tests for checking knowledge, portals with ready-made videos and tests for checking knowledge, services for creating author’s tests for students. The advantages and disadvantages of their use in educational activities are highlighted on the basis of the authors’ experience. The positive and negative sides of distance learning and the tools that are used by teachers in the process of such learning are revealed. All of the above reflects the scientific novelty of the research. The authors note that in their totality, the described tools of distance learning in a comprehensive school allow the teacher to set educational tasks and implement them, but there are a number of issues that require further study. Keywords: distance learning, distance learning tools, online format, online environment, online classes

Soft skills as a successor of universal educational actions in the digitalization of technological education

The article correlates universal educational actions and soft skills. The concepts considered are related educational categories and are a reflection of the skills of the 21st century. Universal educational actions are formulated for general education and include personal, regulatory, cognitive and communicative components. Soft skills are more applicable to the professional sphere and can be defined as personality traits that allow you to successfully demonstrate your knowledge, skills and abilities in collective educational and professional activities. The categories under consideration do not oppose or contradict each other, but are different formulations of the same skills. Comparison of educational categories shows the continuity of soft skills in relation to universal educational actions. In the formation of universal educational actions and soft skills, the subject area "Technology" can play an important role when considering modern digital technologies.

Методические особенности подготовки младших школьников к Всероссийским проверочным работам по основным учебным предметам

The article deals with the organization and implementation of the assessment of educational achievements of primary school students as a component of the overall system for assessing the quality of education. The issues of evaluation of metasubject results in the framework of VPR, including the level of formation of universal educational actions and mastery of intersubject concepts, are considered. It is pointed out that at the present stage of development of the education system, monitoring studies are considered as a mechanism for providing feedback, which allows to obtain data on the compliance of the actual results of the pedagogical system with its final goals. The analysis of the performed works of students of the fourth grades is given and ways of realization of the arisen difficulties are offered.

Theoretical foundations of interactive learning in mathematics lessons in primary school

The article is devoted to the issues of the possibility of increasing the level of formation of universal educational actions of primary school children in mathematics through the use of interactive methods and teaching techniques. This process is accompanied by significant changes in the pedagogical theory and practice of the educational process.