Universal Learning Activities Research Articles

The project method as the development of cognitive universal learning activity in primary classes

The project method as a tool for the development of cognitive universal learning activities in primary classes This article deals with needs of the modern stage of development of society and production should be focused on making the next generation more capable and solving the problems they will face easily. Project activity teaches children communicative skills. This learning method requires finding materials, tools and ways to solve problems and systematically expanding knowledge, applying to scientific methodical literature.

Theoretical foundations of the meta-subject results formation in primary school students: Based on the Bashkir language learning

The article discusses the theoretical aspects of meta-subject results formation in primary school students in accordance with the updated Federal State Educational Standard of Primary General Education. We analyze the meta-subject educational results and approaches, for students in various subject areas, based on the development of universal learning activities including the subject area “Native language and literary reading in the native language”. In this study, the interpretation of the term “meta-subject” is given, according to which the development of universal educational actions among students takes place in various subject areas, in particular within the subject area “Native language and literary reading in the native language”. The article highlights that the study of state languages contributes to the formation of a multilingual and multicultural personality, which enhances the development of a more harmonious society where respect and recognition of other peoples become key values. We present the analysis of a number of laws and documents regulating the study of the state Bashkir language in schools of the Republic of Bashkortostan. The article focuses on the planned results proposed in the Approximate Curriculum for the academic subject “The State (Bashkir) language of the Republic of Bashkortostan” at the level of general primary education.

Possibility of developing communicative universal learning actions of students at the informatics lessons while studying the theme "The processing of graphic information"

The development of communicative universal learning actions in students is an urgent task of education in secondary school. An important conditions for the development of communicative universal learning actions are the creation of situations of educational cooperation and the organization of teamwork. The academic subject "Informatics" and the theme "Processing of graphical information" make it possible to create conditions for organizing team work among students. In the process of studying the topic, it is possible to organize teamwork of schoolchildren to search and present information, create a set of visual materials on various themes, work in cloud services with the same graphic file, distribute and solve problems when creating comics, etc. The article suggests methodological recommendations for organizing teamwork when teaching the theme "The processing of graphic information" to seventh grade students. Recommendations include setting tasks, justifying the forms and methods of teamwork, determining the type and scope of work, describing the optimal composition of participants, the necessary resources, and a system for evaluating the results obtained. It is concluded that it is advisable to systematically or with some frequency use the organization of teamwork when schoolchildren study other topics in the subject "Informatics".

Meta-subject tasks in online services as a means of forming mathematical literacy of ninth-grade students

The article presents the results of a study of the educational and methodological capabilities of online services for the development of functional mathematical literacy of students using meta-subject tasks. The purpose of the article is to present a model of organizing the activities of schoolchildren to perform meta-subject tasks in online services and the experience of its implementation using the example of the extracurricular activities course tasks for ninthgrade students. This model is based on the technology of blended learning; the model details the activities of the teacher and the student at each stage of work on the task, determines the methods of organizing the work of students and the appropriate technical support, involving the use of digital resources and online services. In the process of experimental testing, a survey among 42 students was conducted, as a result of which information was obtained about the convenience of online services, about the comfort of the respondents and its conditions when using blended learning technology. It is concluded that the use of online services to organize the work of students on meta-subject tasks in order to form functional mathematical literacy and universal learning activities seems really promising.

USING PROJECT TECHNOLOGY IN CHEMISTRY LESSONS

In this article, the effectiveness of the use of project technology in chemistry lessons is given. When using project technology in chemistry lessons, students develop general educational skills - the ability to control and evaluate the process and result of activities, to reflect on the methods and conditions of actions. At each stage of work on the project, the formation of personal universal learning activities of students (independent and personal responsibility, readiness and ability for self-development, awareness of responsibility, etc.) takes place.

Метапредметный подход к преподаванию географии на примере изучения быта эскимосов

The purpose of the work is to substantiate the meta-subject approach to teaching geography on the example of studying the life of ethnic groups. Based on the methods of analysis of psychological and pedagogical literature and technological maps of lessons taken from teachers' websites; designing the meta-subject content of educational tasks in the course of school geography, the need to use the subject and meta-subject approach in their totality was identified and justified. The author's assignments for the development of basic logical actions among students and the formation of interdisciplinary concepts were developed with the involvement of knowledge, methods of activity and concepts of related disciplines on the example of studying the life and life of the Eskimos in the subarctic tundra. The meta-subject approach made it possible to realize the pedagogical potential of geography in the educational process using the knowledge of history, biology, physics, and chemistry. Interdisciplinary concepts were revealed in the study of the dwellings of the Eskimos. The results of the study were tested in the system of advanced training for teachers of geography, biology, chemistry, physics; in the system of training future teachers of geography and ecology. The developed complex integrated tasks, in which universal learning activities require a logical continuation using interdisciplinary concepts, can be used in the study of disciplines at the bachelor’s-lauric level “Project activity in education”, the master’s program “Formation of meta-subject learning outcomes in geography”.

Case–Study as One of the Innovative Educational Technologies and Its Use in Biology Classes

Today, the Ukrainian education system is undergoing important large-scale transformations. Students of modern schools are required, as the main result of education, to master a set of universal learning activities that allow them to set and solve the most important life tasks that they may face directly in adult life. So, for example, in relation to different sections of biology, students must understand: what the subject teaches them, why they need biology, how the studied concepts are related to practical tasks and everyday life.
 In this regard, a new approach to the construction of the content of education, as well as to the use of modern educational technologies of learning, is envisaged. As you know, one of such effective technologies is life-situational learning using the case-study method. Active use of case-study in education began relatively recently, and now this approach has become one of the most effective learning technologies. This method confirms the didactic significance and relevance of the use of case technology in the process of teaching biology as an effective means of increasing students' biological knowledge. Teachers highlight a number of advantages of the case-study compared to traditional teaching methods: practical orientation, interactive format, development of soft skills of students. Scientists have developed several classifications of cases. But, despite the variety of cases, they all have a typical structure, which includes: a plot part, a methodological part, and an informational part.
 The article examines the features of the case-study and the possibilities of its application at biology lessons. Samples of cases from the "Human Anatomy" course are also offered.

Становление у младших школьников регулятивных универсальных учебных действий на уроках литературного чтения

The article provides a theoretical substantiation of the process of formation of regulative universal educational actions of younger schoolchildren on the basis of reflection. The concept of "regulative universal learning activities" is characterized, which are defined in the Federal State Educational Standard of Primary General Education as an essential component of meta-subject learning outcomes. The technique of using the techniques of reflection in the lessons of literary reading is described, which allows to increase the level of mastery of primary schoolchildren by the regulative universal educational actions of goal-setting, control and evaluation.

Toponymy of Yelabuga and features of its study

The article studies the toponymic space of the city of Yelabuga in the Republic of Tatarstan and the possibility of using the local linguistic material in the Russian language classes in middle school. Our research is relevant due to the search of new forms and methods of implementing the system-activity approach in learning and the use of competence-oriented tasks related to the study of the native land. The aim of the research is to consider the features of Yelabuga toponymy and the possibilities of using the obtained linguistic material to develop schoolchildren’s linguistic and local history competence and their basic universal learning activities, to activate their cognitive abilities, to expand students’ linguistic outlook and create motivation for solving creative and research tasks. The article presents the history of the origin of Yelabuga toponyms, their classification, based on historical facts, and the current state of the town. The novelty of the research consists in updating and systematizing the linguistic material on the topic, considering the possibilities of its use in implementing educational potential of learning. The methods of our research are: a textual analysis in the study of scientific, educational, reference and other literatures; the descriptive and comparative methods; the method of interviewing. As a result of the study, we have revealed and described little-studied facts of Yelabuga toponymic space and some aspects of naming and renaming of its streets.

On the Issue of Diagnostics of the Level of Formation of Logical Universal Learning Activities

The development of logical universal learning activities (ULAs) is one of the global aims of subject-based learning at school. In accordance with the standards of general education, special attention is paid to the formation of these ULAs. But at the same time the analysis of the demo version of the All-Russian test on mathematics for 4th grade students shows that the means of checking the formation of logical ULAs are poorly represented. Thus, the development of tools for diagnostics and development of logical skills of elementary school students remains an important research task. The purpose of our study is, on the one hand, to develop an approach to the use of specific analysis of the results of students’ solutions of logical problems with simple mathematical content in order to diagnose the level of formation of some types of logical ULAs. On the other hand, development of recommendations for organizing solutions of these problems, aimed at students’ conscious solution of logical ULAs. Methodology. From methodological point of view our research is based on psychological and pedagogical theories of the development of various thinking components, including empirical approaches to the formation and evaluation of mental actions in the process of learning mathematics. Results. In the article the results of the experiment on approbation of the problems with simple mathematical content developed by the authors, aimed at diagnosing the formation of some types of logical skills are represented. An original approach to the analysis of the results of the solution of problems for revealing the level of formation of certain types of logical ULAs is presented. According to our study most of the students are not able to perform abstracting, analyzing, synthesizing, comparing, generalizing, and specifying general logical actions in a stable way. Recommendations for organizing mathematics teaching aimed at the development of logical ULA are given. In conclusion the specifics of the developed approach to diagnostics of the level of logical ULA are described.

Знания детей о времени как показатель возрастной и учебной зрелости

<p>Time knowledge play an important role in the development of a child, helping him to organize and plan his or her daily activities, also being one of the structures of self-consciousness of a developing personality. The literature on developmental psychology describes in sufficient detail the formation of a child's ideas about duration and time sequences, but it is not completely clear whether the child's notions about time are related to his or her general age maturity or to the individual level of intellectual development. This paper describes the experience of using a modified Questionnaire of Children's Knowledge about the Time of F. Labrell et al. in the Russian-language adaptation, analyzing in detail the various aspects of the child's ideas about time. Additionally, the level of intellectual development of children according to the Raven test, the indicators of the formation of universal learning activities (ULA) of analysis and planning according to the PL-modified method were studied, and the age of children in months was also recorded. The study involved 57 normally developing students of grades 1-4 of Moscow schools (intelligence data were obtained for 31 students, and ULA data were obtained for 13 students). The results of the study demonstrate that the time knowledge can be considered as an indicator of a child's age maturity, independent of his intellectual abilities. Also the correlation between a child's knowledge of time and the formation of ULA of planning was found.</p>

Modeling of the Process of Formative Evaluation of Metasubject Results in the System of Basic General Education

This article examines the application of the principles of a convergent approach to teaching subjects of natural science and socio-humanitarian cycles within the framework of the subject-content block as a separate structural link of the formative assessment model that forms the meta-subject results of schoolchildren. Communicative-normative universal educational activity of formative assessment, including teamwork, information literacy skills, willingness to work with different types of information, etc. It is described as a convergent educational technology that acts as a key development tool. It is based on the integration of learning strategies, didactic methods and evaluation procedures in order to form a wide range of competencies among schoolchildren, primarily meta-disciplines. The procedural block of the proposed pedagogical model is a formative assessment of the results of meta-subject education as a step-by-step dynamic process. It includes a number of successive stages: primary diagnostics of students' educational achievements through formative assessment; formation of students' metasubject results based on the convergence of evaluative and didactic technologies aimed at the development of universal learning activities, metacognitive skills, information skills, mastery of interdisciplinary concepts; systematic monitoring of students' achievements at different stages of the educational process. Step-by-step analysis of the achieved results ensures effective further adjustment and forecasting of individual progress, taking into account the needs and interests of the individual. The main concept in the model of formative assessment of metasubject results of schoolchildren developed by us is the concept of «convergence» and in the model of formative assessment of metasubject results of primary school students, the subject-content block is allocated as a separate structural link, within which the application of the principles of a convergent approach to teaching subject disciplines of the natural science cycle is provided.

Modular education with a double degree of differentiation as a condition for students to achieve meta-subject results of educational activities

Introduction. The relevance of the study is due to the state of modern learning theory, which does not define the ways of implementing individualization and metasubjectivity in educational activities. The purpose of the article is to reveal the methodological foundations for building a modular learning technology with a double degree of differentiation for the formation of universal learning activities as meta-subject results. Methodology and methods. The methodological basis of the research is the ideas and principles of technological, systemic, synergistic, individual, cognitive and metasubject approaches. They make it possible to justify and ensure the individualization and achievement of meta-subject results of the educational activities of schoolchildren. 2075 students and 564 teachers of secondary schools, 401 university students of pedagogical areas of training, 103 teachers of higher education have participated in a longitudinal experimental study to confirm theoretical conclusions since 1990. Results. The main results of the study consist in revealing the essence of modular education with a double degree of differentiation as a complex educational technology for individualizing the educational activities of schoolchildren and forming meta-subject results in it. The structure of the training module of the new format is also presented. The empirical facts and trends were recorded by the study, indicating a decrease in schoolchildren's anxiety in learning by the factors "fear of a situation of testing knowledge" (‒ 55%), "fear of self-expression" (‒ 31%)"; staying in a “normal” emotional state (81%) with an even, calm emotional background of the lesson (68%) and an increased ( joyful) state (23%), provided that the training session is organized in a technology mode; about the positive dynamics of teachers' possession of methodological skills when mastering technology as a system (application of methods of pedagogical research – 52%; the ability to independently develop an independent questionnaire, a test, a measuring tool – 48%; the ability to generalize the results of experimental work – 30%). Also, more than 500 models of innovative lessons for achieving metasubject results, 134 modules taking into account the cognitive style, and many level tasks have been developed. Scientific novelty. The scientific novelty of the research is determined by the substantiation and development of a didactic system that simultaneously determines the solution of two problems: the achievement of meta-subject results by students in a comfortable individualized educational environment. The results of the research develop the didactic theory of educational technologies, meta-objectivity and individualization. Practical significance. The significance of the results lies in the development of a technology which is useful for modernizing the learning process in the context of the development of individuality and the achievement of metasubject results in educational activities in general educational organizations, higher education, and further vocational institutions.

The system of differentiated tasks for the formation of universal learning activities for students on the theme "databases. search for information"

The article discusses aspects of the formation of universal learning activities for students on the theme "Databases. Search for information" using differentiated tasks. The use of differentiated tasks makes it possible to ensure the implementation of a student-centered approach to learning within the framework of the traditional class-lesson system, taking into account the interests and needs of students. It is the variability of differentiated tasks that will ensure the formation of universal learning activities for each student.On the basis of thematic planning by K. Yu. Polyakov, E. A. Eremin three practical and one control works have been developed. The works contain tasks for three groups of students: with a low level of learning opportunities, with a high level of learning opportunities, and others. When solving tasks, students will be supported by positive motivation, personal growth will be ensured, a desire for selfrealization will be formed, which will ultimately ensure the formation of universal learning activities.

ОСОБЕННОСТИ ПРОЕКТИРОВАНИЯ УЧЕБНОЙ ДЕЯТЕЛЬНОСТИ БУДУЩЕГО УЧИТЕЛЯ ФИЗИЧЕСКОЙ КУЛЬТУРЫ В АСПЕКТЕ ЯДРА ПЕДАГОГИЧЕСКОГО ОБРАЗОВАНИЯ

Statement of the problem. Modern challenges of the education system in terms of achieving metasubject results by schoolchildren who ensure the formation of ULA for their self-development and self-improvement, determine new requirements for the quality of training of a future physical education teacher who is ready to solve professional tasks [Adolf, Stepanova, 2017]. The introduction of the core of pedagogical education is designed to provide training that meets modern challenges and requirements. The question of how to design the content of activities aimed at solving professional tasks when mastering the basic educational program of the core of pedagogical education of a future physical education teacher is relevant, since it is an innovation that has not been sufficiently studied in theory and practice [Adolf, Kondratyuk, 2021]. The issues of preparing a future teacher to work on the formation of the ULA of schoolchildren in physical education classes in conditions of maintaining a high motor density of lessons, ensuring motor activity and safety remain little studied to date. The purpose of the article is to analyze the results of the study of the formation of universal learning activities (hereinafter referred to as ULA) among future physical education teachers in order to determine the content of their activities that need to be organized in the preparation process. The methodology of the study consisted of the analysis of the characteristics of personal, communicative, regulatory and cognitive ULA of future PE teachers, as a necessary component of training, in the conditions of the introduction of the core of pedagogical education. The study involved 100 first-year students (enrollment 2020 and 2021). A survey with evaluation scales was used as a method of obtaining empirical data. Mathematical processing included descriptive statistics and correlation analysis using Spearman’s coefficient. The survey of physical education teachers and trainers of Krasnoyarsk, Krasnoyarsk Krai, Khakassia and Tuva, in May-September 2021, was conducted as part of the state task of the Ministry of Education of the Russian Federation No. 073-00090-32-02. The results obtained during the surveys correspond to the laws of the normal Gaussian distribution. The coefficient of variation of the data is in the range from 10% to 30%. The risk measure is within the normal range, which indicates the reliability of the results obtained, and they can be used in other scientific studies. The research results showed that the following scales are of maximum importance in the personal characteristics of future physical education teachers, who provide value-semantic, motivational orientation: responsible attitude to family creation; values of a healthy lifestyle. The scales of minimal importance are: civic identity, patriotism, respect for one’s people, readiness to serve the Fatherland, its protection; formation of the foundations of self-development and self-education. Of minimum value is the following scale: the ability and willingness to reflect on the methods and conditions, the results of activities [Adolf, Zaitseva, Kondratyuk [et al.], 2021]. Conclusion. Diagnostics of future PE teachers made it possible to determine the characteristics that will allow designing the content of their activities, in the context of the introduction of the core of pedagogical education aimed at ensuring the readiness of future PE teachers to solve professional tasks. The formation of the need for self-development and self-education, readiness for self-education of future PE teacher, is possible through involvement in the activities of professional educational platforms, organization of educational and cognitive activities, mentoring. In the content component of the core of pedagogical education, the activity of a future physical education teacher is necessary and is aimed at mastering the skills of conflict-free communication, mediation, goal setting, self-control and correction, and reflection.

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.

Using the project method as a means of developing the creative potential of primary school children in Ukraine

ABSTRACT This article analyses the features of innovative curriculum design and the associated research activities of primary school students in Ukraine. It is emphasised that the priority is the formation of ‘meta-subject results’ in junior high school students, which can be seen as universal learning activities that will ensure, to a large extent, the success of learning at the next levels of education. Our research has shown the undeniable effectiveness of innovative curriculum design allied to pupil research activities based on project work when compared with traditional methodological approaches to learning. We argue that the increasing demand to develop key competencies in education gives a heightened need for these pedagogical approaches. Moreover, the introduction of project work allows the teacher to form a pedagogical situation in which the student formulates a goal and achieves it whilst developing the key skills that will underpin their wider education.

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

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.

Diagnostics of Formation Quality of Universal Learning Activities (ULA) in Technology Classes

Diagnostics of Formation Quality of Universal Learning Activities (ULA) in Technology Classes

Features of the formation of cognitive universal learning actions in primary school students

Features of the formation of cognitive universal learning actions in primary school students