Meta-subject Results Research Articles

Метакогнитивный мониторинг решения заданий на проверку знаний: психологические предикторы и связь с академической успешностью

The role of researches of metacognitive monitoring of knowledge in achievement of metasubject educational results is opened. The concept "metacognitive monitoring", its role of the academic success and theoretical approaches to an explanation of distortions of a self-assessment are analysed by pupils of own knowledge. In an empirical part on material of a research of students of average and professional educational institutions (N = 72; average age of 15,5 years; 45 young men, 27 girls) are shown: a) according to the ANOVA the accuracy of judgments of monitoring acts as a progress factor on discipline «English» (p=0,002); b) a significant psychological predictor of monitoring is the subjective availability of the answer to questions of test tasks acting as the basis for formulation of metacognitive judgments (р =0,000). In the conclusion the value of results of a research for practice of formation of reflexive competences of structure of metasubject results of training is discussed.

Метапредметный подход к формированию персонального стиля учения младшего школьника

The article considers the possibility of using metasubject approach to teaching in an elementary school. Examples of metasubject teaching assignments, which include materials such as mathematics and English, and are aimed at achieving metasubject results and the formation of personal style teaching younger students are given. The authors argue that the expansion of the types of teaching jobs contributes to the formation of the personal style of learning and a beneficial effect on the development of thinking, creativity, and ultimately - the younger schoolboy metasubject skills.

Основа организации процесса формирования у младшего школьника универсальных учебных действий

The article discusses the actual problem - the successful achievement by younger schoolchildren of metasubject results that meet the requirements
 of the Federal state educational standard of primary education. Operational characteristics of universal learning activities are given, the
 knowledge of which could be of great help to the teacher in the selection of the content of various kinds of universal learning activities.

Профильное обучение математике в контексте реализации ФГОС общего образования

Consideration of the industry-specifi c training in relation to the basic and advanced levels of the basic educational program is justifi ed. The specifi cs of
 the functioning of methodical system learning in profi le of learning mathematics is considered. The planned results of learning school mathematics in
 the cognitive area are considered in accordance with the stages of learning activities. These “goal-orientations” are aimed at the formation of cognitive
 and regulatory universal educational actions. Subject and metasubject results are concretized taking into account the specifi cs of mathematics. The
 authors marked the skills that characterize the achievement of the planned results for the basic and advanced levels. Planned results in the fi eld of
 emotionally-valuable attitude to the process of learning mathematics are directed on formation of communications affi rmative and regulatory
 universal educational actions. As an example the planned results of studying of the topic “Сomplex numbers” are presented. The authors describe the
 principles of organization of profi le training mathematics in the conditions of informatization of education.

Behavioural Predictors of the Meta-cognitive Aspects of Thinking in the Process of Solving Super-complex Tasks: A Case Study of Middle and Senior Preschool Children

Abstract This article offers an explanation and study of the meta-cognitive aspects of thinking which are examined as predictors of the meta-cognitive results of pre-school child education and development. The article also describes the analysis of the goals of the Federal Education Standards for pre-school education. The goals are achieved through creating conditions for forming an object-oriented learning environment for children of the pre-school age. Such meta-cognitive aspects of thinking as meta-cognitive control and meta-cognitive learning are viewed as prerequisites of meta-subject results. By studying the process of solving the Tower of Hanoi puzzle it concludes that the process of solving super-complex tasks triggers the regulatory and self-learning aspects of thinking. It proves that behavioural factors that predetermine the results of manifested meta-cognitive factors of thinking are verbalization of the knowledge about successful task solving, a flexible strategy of task solving; a sustainable positive emotional background during the process of solving a task.

Training and educational problems solving in the study of mathematics at university

The analysis of federal state educational standards for all steps of existing educational system shows that meta-subject approach in learning and bringing up activity is becoming more urgent. Orientation to the key strategic priority of continuous education such as bringing up activity and forming the ability to study are also urgent. The main types of universal studying activities are analyzed: personal, subject, meta-subject results; usage of learning activity matrix during the process of study. Federal State Educational Standard of basic common education sets the demands to personal, meta-subject and subject results of learning after basic educational program of secondary education. So, according to the succession principle we should develop the competence of the students following these three directions transforming them into educational environment of the university. Thus, meta-subject competence should include ability to use intersubject definitions and universal learning activities performing them at learning, knowledge and social practice. The achievement of meta-subject results is connected with the nature of universal activity. The basis of nature-coordinated education should lie in basic values and the most important is morality which is formed from the human nature. That is why the standards of the second generation formulate four blocks of universal learning activities: personal, regulative, common knowledge and communicative. According to their nature meta-subject activities are functional-oriented ones and they form the psychological basis and determining condition of subject task solution success. Meta-subject competence development supposes various forms of studying process organization. One of such organization forms can be the business game which can be used as the means of diagnosis and forecast of personal behavior in various situations. Project technology is also aimed to develop wide range of competence and creative abilities and that is why it suggests the integrity of research, searching, problem solving and comparison methods. It has been shown that nowadays the role of each course in meta-subject competence development has been growing rapidly.

Основа организации процесса формирования у младшего школьника универсальных учебных действий

The article discusses the actual problem - the successful achievement by younger schoolchildren of metasubject results that meet the requirements
 of the Federal state educational standard of primary education. Operational characteristics of universal learning activities are given, the
 knowledge of which could be of great help to the teacher in the selection of the content of various kinds of universal learning activities.

Meta-subject competence development of future bachelors and specialists

Federal State Educational Standard of basic common education sets the demands to personal, meta-subject and subject results of learning after basic educational program of common education. So, according to the succession principle we should develop the competence of the students following these three directions transforming them into educational environment of the university. Thus, meta-subject competence should include ability to use intersubject definitions and universal learning activities performing them at learning, knowledge and social practice. The achievement of meta-subject results is connected with the nature of universal activity. The basis of nature-coordinated education should be basic values and the most important is morality which is formed from the human nature. That is why the standards of the second generation formulate four blocks of universal learning activities: personal, regulative, common knowledge and communicative. According to their nature meta-subject activities are functional-oriented ones and they form the psychological basis and determine condition of the success of subject task solution. Meta-subject competence development supposes various forms of studying process organization. Problem learning implies active interrelation of the subjects of learning process allowing to form such students categories as readiness, activeness, ability to appreciate which are the key ones for the term competence. One of such organization forms can be the business game which can be used as the means of diagnosis and forecast of personal behavior in various situations. Project technology is also aimed to develop wide range of competence and creative abilities and that is why it suggests the integrity of research, searching, problem solving and comparison methods. It has been shown that nowadays the role of each discipline in meta-subject competence development has been growing rapidly.

Достижение метапредметных и личностных результатов посредством обучения по УМК «Начальная школа XXI века»

The article defines the pedagogical potential of teaching materials “Primary school in the XXI century”, which can be used to achieve highquality
 educational outcomes, gives the author’s approach to the methods and technologies of training for requirements realization of the Federal
 State Educational Standard of Primary Education of the second generation with regard to formation of metasubject results. This article is
 intended to help elementary school teachers in the choice of training resources.

SOME TYPES OF METASUBJECT RESULTS WHEN TEACHING MATHEMATICS

The aim of the study is to allocate in the content of teaching mathematics those elements, those kinds of mathematical cognitive activities that are metasubject character, which are the basis for the formation of cognitive learning activities, as a means to study not only of mathematical objects, but some objects of other sciences. Methods. Research is based on a system-structural and activity-based approaches; literature analysis, theoretical research and experimental work. Results. Among of metasubject results of studying mathematics, the following types of mathematical schemes of thinking are identified: logical, algorithmic, combinatory, figurative-geometrical, stochastic. The characteristic is given; the specifics of each type of mathematical structures of thinking are described. The main means of the formation of such schemes is the decision of the respective types of non-standard tasks. Scientific novelty. The author gives a theoretical justification of the role of mathematical thinking schemes as metasubject results of training and points out funds for their formation in educational activity. Practical significance. The perspective directions of accents change in the content of training of mathematics directed on increase in training of a role of mathematical schemes of thinking as bases of formation of universal informative cognitive actions are emphasized.

Формирование у младших школьников универсальных учебных действий

The article discusses the problem of realization of the planned metasubject results of training of younger schoolchildren in view of the requirements of the Federal State Educational Standard — formation of universal educational actions. The author considers the difficulties that a schoolchild has in the learning process, which aimed at forming universal educational actions, are characterized by particular organization of the educational process to the formation and development of communicative teaching specific actions studied in elementary school subjects.

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The article is devoted to the peculiarities of working with a borrowed vocabulary in a school course of Russian language in the light of new requirements
 to the results of the students represented in the Federal State Educational Standard. Modular system of lessons on text-based studying of foreign words,
 focused on the achievements of the students� personality, metasubject and substantive results is described. Modules include lessons on study loans in
 line with the linguistic-cultural approach which proposes going through the analysis of language phenomena on the level of culture and promotes
 awareness of students of language as one of the major national cultural values, understanding of the relationship of language and history of the people,
 as well as adequate assessment of pupils foreign words, their place and role in the modern Russian language. The program of experiential learning for
 students for the implementation of a modular system of culture-oriented lessons for the study of loanwords is presented. The author gives the data of
 forming experiment.

Open Type Tasks in Mathematics as a Tool for Students’ Meta-Subject Results Assessment

The relevance of the present study is due to the tasks of assessing the quality of secondary education, which determine students’ subject knowledge along with their personal achievements, and where meta-subject skills define not only the level of educational results achieved, but also the prospects for the future high-quality training for a school graduate at any age. Thus, the purpose of the study conducted is to create approaches for making the system of tasks together with the criteria of their assessment to determine the level of students’ meta-subject results. The leading methods applied are modeling systems of open type tasks, with mathematical content and systematic analysis of large samples of experimental data, based on the evaluation of the two-point scale four parameters: the optimality of students’ proposed ideas, efficiency of reasoning, originality of their answer and development degree of their solutions. A pilot study conducted since 2008 has applied open tasks with mathematical content and the criteria for their assessment formed the approach to determine the level of high school students’ meta-subject results, expressed quantitatively in the form of an integrated assessment of the relative character – meta-subject intelligence quotient. Practical use of the intelligence quotient enables the making of accurate calculations for each age group in order to show the level of students’ meta-subject results. This in turn may determine the future direction of students’ individual development, and to ensure their transition to a higher level of meta-subject skills and, consequently, higher quality of education.

Theoretical Approaches to Evaluation of Meta-Subject ‘Noncognitive Skills’

Introduction At present in the view of increase of requirements to promotion of meta-cognitive skills in learners, development of methods for evaluation of skill level is quite topical. The Federal State Educational Standard of Primary General Education (FSES PGE) defines meta-subject results as comprising mastered by learners universal learning activities (cognitive, regulatory and communication), allowing mastering of intersubject concepts and key competences forming the basis of study The concept of universal learning activities (hereinafter ULA) usually falls into following subgroups: --regulatory ULA; --communication ULA; --cognitive ULA. Regardless there is quite extensive list of meta-cognitive and meta-subject skills presented in the literature, we think it is necessary to compare it with the most common classifications laid out in English literature. The most common and widely used classification of noncognitive skills presented in English literature is a so-called FF model (Five-Factor Model, Big Five [0]). According to the source [0], noncognitive skills can be classified into five large groups described below. Agreeableness--willingness to help others, to act in the view of their interests provided there is return cooperation on their part. Conscientiousness--tend to adhere to agreements and other concord. Emotional stability--includes such oppositions as tranquillity--nervousness, independence--dependence, self-confidence--self-distrust. Autonomy--tend of an individual to make independent decisions and control realisation of those decisions. Extraversion--rapport, an ability to empathize. Unfortunately, many of the FF model elements are not directly the skills. Within this research they may be regarded only as psychological attributes closely associated with development of a whole group of important noncognitive skills--primarily communicative ones. There are several quite reliable diagnostic methods based on the FF model, which may be used for verification of algorithms of automated evaluation of communication skills and teamwork skills. The paper [0] presents a list of complexes of noncognitive skills created on the basis of FF model. This list better measures up to the list stipulated, for example, by the FSES PGE. According to the authors, such skills include: --critical thinking skills; --problem solving skills; --emotional health; --social skills; --work ethics; --community responsibility; --personal relationships between students and teachers; --self-control; --self-regulation; --persistence; --academic confidence; --teamwork; --organizational skills; --creativity; --communication skills. Main object of evaluation of meta-subject results is formedness in the learner of regulatory, communication and cognitive universal activities, i.e. mental effort of learners aimed at analysis and control of own cognitive activity. Meta-subject results of mastering of principal educational program within basic general education should include: 1) an ability to independently define objectives of own education, set and formulate new tasks in studies and cognitive activities, develop motivation and interest in own cognitive activity; 2) a skill to independently plan paths to goal achievement--including alternative ones; to deliberately choose the most efficient solutions for learning and cognitive tasks; 3) an ability to correlate one's activities with intended results, to control one's activity in the process of achievement of result, to define methods of activity within suggested environment and requirements, to adjust one's activities according to changing situation; 4) a skill to assess correctness of fulfilment of a learning task and own abilities in its solution; 5) basis of self-control, self-esteem, decision-making and conscious choice in learning and cognitive activity; 6) an ability to define terms, make generalisations, find analogies, classify, independently choose basis and criteria for classification, establish cause-andeffect relations, develop logical reasoning and inferences (inductive, deductive and by analogy), draw conclusions; 7) an ability to create, use and transform symbols, models and schemes for solving of learning and cognitive tasks; 8) semantic reading; 9) an ability to organise learning cooperation and teamwork with a teacher and peers; to work individually and in a team: to find common solution and solve conflicts on the basis of concord of thinking and in respect to interests; to formulate, argue and defend own opinion; 10) an ability to deliberately use verbal means according to communicative task for expression of one's feelings, thoughts and needs; to plan and control one's activity; to use oral and written speech, monologic speech and context speech; 11) formation and development of competence in the sphere of use of information and communication technology (hereinafter ICT); 12) formation and development of ecological thinking, ability to use it for cognitive, communication and social practice, as well as for professional orientation. …

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This article describes one of the most important issues in pedagogy at the present time - the question of assessment of students. What should be the
 evaluation in terms of educational paradigm shift, what role do the mark and the assessment play and what is the difference between them. The article
 also touched upon the historical question of the appearance of "the mark" and "lesson point". It describes the process of formative assessment, gives the
 author´s definition and identifies the basic tools of formative assessment. Portfolio and student record book are considered as the main elements of the
 system of formative assessment. The article also mentions the main directions of assessing the achievement of the expected results of development of
 the basic educational program, including assessment of metasubject results using standardized metasubject works.

Реализация модуля «Проектирование метапредметного компонента содержания начального общего образования» в программе повышения квалификации учителей начальной школы

By designing a meta-subject component of the content of education thisarticle displays actual problems of developingcompetencies declared in
 the professional teacher’s standard by elementary school teachers. The paper describes implementation of the meta-subject component module
 design through the use of various forms of advanced training courses as one of the effective ways of training elementary school teachers for solving
 tasks to fulfil the requirements of the Federal state educational standard of the primary general education (FSES PGE ) regarding achievement
 of meta-subject academic results of junior school children.

Оценивание метапредметных результатов младших школьников

Models related to current and total estimation of junior school pupils’ meta subject results achievement are considered in this paper, and each
 model’s features are proved. Possibilities of pedagogical diagnostics in estimation of meta subject results are discussed in detail. The offered
 material allows a teacher to choose the most adequate models of assessment proceeding from specifics of meta subject results themselves.

Произошли ли изменения в структуре урока после введения ФГОС НОО?

Main elements of lesson structure that meets requirements of the Federal State Educational Standard of the Primary General Education (FSES
 of PGE) and corresponds to new tasks set for modern school are revealed in this paper. The special attention has been paid to planned personal,
 meta subject and subject results which introduction assumes a search of new methodical approaches to junior school pupils’ teaching organization,
 changes in traditional lesson structure, and in the nature of interaction between teacher and pupils.

Компьютерный пакет методик оценки метапредметных результатов начальной школы

The new Federal state educational standards define requirements for metasubject results of primary schooling. For their assessment, diagnostic package and test methods were developed in Psychological Institute of Russian Academy of Education and Moscow State University of Psychology and Education. A computer version of this package is provided. It includes techniques "Permutations" (author A.Z. Zak), "Calendar" (authors G.A. Zuckerman and O.L. Obukhova), "Quests of Mathematics" (authors S.F. Gorbov, O.V. Savelyeva, N.L. Tabachnikova), "Preparation of the text" (author Z.N. Novlyanskaya). The computer package helps to evaluate main metasubject results related to the development of thinking and mastery of the tools of learning activity. Two additional methods ("Children’s tasks" by G.A. Zuckerman and "Tips" by E.V. Chudinova) are focused on the diagnosis of formation of the ability to learn. Using computer tools allow schools to quickly diagnose the results of primary school education, to identify its strengths and weaknesses, prepare correction programs.

Методические особенности планирования урока в условиях внедрения ФГОС

The methodological properties related to planning of modern lesson meeting the requirements of the Federal State Educational Standards (FSES) are considered in this paper. On the example of a mathematics lesson in the secondary school the expected educational results of pupils are described, and requirements to lesson structure are formulated. Some particular variants of fi lling the lesson’s stages with educational activities which parameters meet the FSES requirements are proposed. The author puts forward approaches and methodical solutions, which allow focus a lesson to achievement of subject, metasubject, and personal educational results. At the same time, according to FSES’ objective on forming of pupils’ individual educational paths, the pedagogical situations requiring educational activity correction are simulated and analyzed. In such a case for the category of less successful pupils it is proposed an extension of educational activity related to external motivation for learning, and therefore more oriented towards the achievement of a meta-subject and personal results. For more successful in this subject’s area pupils the focus is made on intrasubject motivation, and more intensive advancement in the subject area.