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Municipal budgetary educational institution "Secondary school No. 3" Issues of diagnosing meta-subject achievements of students within the framework of the implementation of the Federal State Educational Standard of basic general education Salekhard, 2015 Prepared by: Chernetskaya I.G., methodologist, biology teacher MBOU Secondary School No. 3
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PROBLEMS OF RUSSIAN EDUCATION Russian schoolchildren are sharply inferior to their peers in many countries of the world: in the ability to work with information; in the ability to solve practical, socially and personally significant problems: make observations, build hypotheses based on them, draw conclusions and conclusions, test assumptions; in the ability to “link” one’s life experience with the system of knowledge acquired at school.
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Diagnostics of meta-subject results of Federal State Educational Standards LLC Since 2013/2014 academic year MBOU Secondary School No. 3 in Salekhard is a municipal innovation platform on the problem of implementing the standards of Federal State Educational Standards LLC in educational institutions. The introduction of the second generation Standards (FSES) involves diagnosing not only subject, but meta-subject and personal results. In this regard, the school administration and psychologist prepared a diagnostic toolkit that allows identifying the levels of learning disabilities of 5th grade students at the initial stage of secondary education. To select diagnostic tools in our work, we were guided by a manual for teachers edited by A.G. Asmolov “Formation of universal educational actions in primary school: from action to thought”, Prosveshchenie, 2011, and a similar manual for primary school teachers. Some methods and texts are modified. All methods are intended for group work due to the significant workload and specific nature of the work of educational psychologists. Our activities are based on the principles of universality of methods, ergonomics of diagnostic measures, and their compliance age characteristics schoolchildren, rational use of time and labor resources.
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Evaluation of meta-subject results is an assessment of the achievement of the planned results of mastering the main educational program, presented in the sections “Regulatory universal educational actions”, “Communicative universal educational actions”, “Cognitive universal educational actions” of the program for the formation of universal educational actions, as well as the planned results presented in all sections of interdisciplinary curricula. The formation of meta-subject results is ensured through the main components of the educational process - academic subjects. The main object of assessing meta-subject results is: the ability and readiness to master systematic knowledge, their independent replenishment, transfer and integration; ability to collaborate and communicate; the ability to solve personally and socially significant problems and translate the solutions found into practice; ability and willingness to use ICT for learning and development purposes; ability for self-organization, self-regulation and reflection. Assessment of the achievement of meta-subject results can be carried out during various procedures.
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The content of the activities of employees of the socio-psychological school in the context of the implementation of the Federal State Educational Standards LLC. Study of the theory about the requirements of the Standard for psychological support of the Federal State Educational Standard LLC. Analysis of the results of diagnostic activities in 4th grade. Development of a work plan in 2013-2015 for the implementation of the Federal State Educational Standard LLC in 5th grade. Development of diagnostic tools, including the development of criteria and methods for assessing the formation of universal educational actions. Preparing student survey forms to form a portfolio Carrying out diagnostic activities Processing the results to identify shortcomings identified during the work, in the methods of implementation and selection of criteria. Educational work with subject teachers Carrying out corrective measures with students. Conducting group and individual work with parents Continuation of work on the formation of a psychological portfolio of students and the class Speech at the educational institutions of subject teachers, parent meetings to sum up the results of diagnostic activities, analyze the information received, and issue recommendations.
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In his diagnostic activities we used modified methods: Diagnosis of civic identity (Vlasova M, Ermakov P,) Diagnosis of moral development - method of S.V. Molchanova “Justice-Care” modified and simplified in accordance with the periodization and level of development of moral consciousness of 5th grade students by L. Kohlberg. Diagnostics for determining the level of formation of a responsible attitude towards learning, students’ readiness and ability for self-development and self-education, methodology by I.S. Dombrovskaya “Motivation of educational activities. Adapted version for grades 4-6." Methodology " Professional interests and inclinations: adapted version for 4-6th grades" Verbal associative diagnostics of Environmental - "ESOP" technique S. Deryabo, V. Yasvin Diagnostics for determining the level of attitude towards health and awareness of healthy way life – the “Health Attitude Index” methodology by S. Deryabo, V. Yasevich.
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Personal actions of students provide value-semantic orientation (the ability to correlate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. In relation to educational activities, three types of actions should be distinguished: 1) actions of meaning formation; 2) actions for self-assessment, self-determination; 3) actions of moral and ethical assessment of the acquired content. Personal UUD 1. “I-concept” UUD: actions aimed at determining one’s position in relation to the social role of the student and school reality, actions that establish the meaning of the teaching. 2. Methodology “Reflective self-assessment of educational activities.” UUD: personal actions of self-determination in relation to the standard of social role “good student”; regulatory actions of assessing one's educational activities. 3. Methodology “Determination of the level of school motivation (according to Luskanova)” UUD: actions aimed at determining one’s attitude towards learning in secondary education and school reality; actions that establish the nature of learning motivation. 4. Methodology “Moral dilemmas. “Evaluate the action”” UUD: actions of moral and ethical assessment, consideration of motives and intentions., mutual assistance in conflict with personal interests 5. Methodology Questionnaire of educational motivation Evaluated UUD: action of meaning-making aimed at establishing the meaning of educational activities for the student.
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Regulatory UUD Regulatory actions of UUD ensure that students organize their learning activities, actions to build life plans; regulation of educational activities; self-regulation of states. Methodology "Discipline". UUD: the ability to carry out actions according to verbal instructions in order to study the degree of expression of a strong-willed character trait - discipline. Methodology “Numerical tables” UUD: an action aimed at remembering and retaining instructions over time, the ability to start performing an action and finish it at the required time point, identifying the degree of fatigue, stability of attention, performance in dynamics (productivity, workability, mental stability). 3. Methodology “Coding” UUD: sign-symbolic actions – coding (substitution); regulatory actions of control 4. Methodology “Flag of my class” UUD: communicative speech actions (communicative UUD), actions aimed at the ability to work according to the verbal instructions of a partner, action aimed at the formation of voluntary regulation of behavior (regulatory UUD) 5. Method “We plan your day" UUD: action aimed at goal setting and building life plans in a time perspective, drawing up a plan and sequence of actions
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Cognitive learning tools Cognitive learning skills include research actions - the ability to work with information (in the text); actions to formulate options for solving problems (manifestation of elements of combinatorial thinking; actions to reveal the essence of concepts, implementation of evidence (manifestation of logical thinking skills). The “Learning to Ask Questions” technique UUD - the ability to work with information (in text); actions to reveal the essence of concepts, demonstration of skills in using logical thinking Methodology “Make a word from elements according to the rule” UUD: general educational actions: symbolic, logical, modeling, universal logical - analysis of objects in order to isolate features (essential and non-essential); synthesis - as composing a whole from parts; including independent completion, filling in missing elements. Methodology “Working with metaphors” UUD: actions aimed at processing and structuring information, working with text (semantic reading), determining basic and secondary information (understanding the meaning of a proverb) Methodology “GIT” ( establishing analogies) UUD: the ability to think by analogy Methodology “GIT” (determining the similarities and differences of concepts) UUD: the ability to analyze concepts, compare them based on selection essential features Methodology "GIT" (following instructions) UUD: actions aimed at understanding simple instructions and their implementation
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Communicative UUD Communicative UUD ensures social competence and conscious orientation of students to the positions of other people (primarily a partner in communication or activity), the ability to listen and enter into dialogue, participate in a collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults. In this group of UUDs, three types of actions should be distinguished: 1) taking into account the positions of the interlocutor; 2) establishing working relationships in the group; 3) actions to use linguistic means adequate to the tasks of communication (with attempts to describe a personal path). Methodology “Flag of my class” UUD: communicative speech actions (communicative UUD), actions aimed at the ability to work according to the verbal instructions of a partner, action aimed at the formation of voluntary regulation of behavior (regulatory UUD) Method “Moral dilemmas. “Evaluate the action” UUD: actions of moral and ethical assessment, taking into account motives and intentions, mutual assistance in conflict with personal interests Method “Apples” UUD - actions aimed at consciously orienting students to the positions of other people, the ability to integrate into a peer group and build productive interaction taking into account the position of other group members. To conduct group diagnostic work, we prepared questionnaires for the psychologist containing instructions for the methods, the methods themselves, and criteria for evaluating the results. In addition, individual forms for students were developed.
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An example of the results of diagnosing meta-subject results within the framework of classroom-generalizing control in 2013-2015
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Recommendations for teachers Methods of forming UUD in educational process. - develop students’ ability to evaluate their work using the proposed algorithms. - pay attention to the developmental value of any task. - do not compare students with each other, but evaluate the achievements of each student within the framework of the success of his own activities. - connect educational tasks with the life experience of students. - explain new material in class, attracting children to discover additional knowledge. - teach techniques for working in groups, showing ways of making common decisions. - help resolve educational conflicts by showing possible solutions. - pay attention to self-examination. - teach schoolchildren the skills of working with information - retelling, drawing up a plan, introducing different sources, used to search for information. - pay attention to the development of memory and logical operations of thinking. - teach how to work using the algorithm and applying non-standard methods solving educational problems. - use project forms of work in class and extracurricular activities. - learn to make moral choices in various life situations. - demonstrate the need for the ability to plan and predict one’s actions. - include students in constructive activities, involving them in organizing events and encouraging children’s initiatives. - give a chance to correct a mistake, teach children not to be afraid to make mistakes and strive to correct them - show and explain why this or that mark was given, teach children to evaluate work according to criteria and independently choose criteria for evaluation. - allow students to participate in the process of evaluating each other’s answers. - help the student find himself, modeling individual educational route, providing support, creating a situation of success. - teach schoolchildren to set goals and look for ways to achieve them, as well as solve emerging problems. - learn to draw up an action plan before starting work. - convey positive values. - teach different ways of expressing your thoughts, the art of argument, defending your own opinion, respecting the opinions of others. - teach ways to effectively memorize and organize activities. - show how to distribute roles and responsibilities when working in a team - actively include everyone in the learning process, and also encourage learning collaboration between students. - organize work in shift pairs, constructive joint activities.
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Recommendations teaching staff 1. When organizing the educational process, take into account the personal characteristics of students. 2. Closed, isolated students should be involved in paired and group work. Encourage initiative, celebrate achievements in competitive activities, teach to appreciate the successes of peers. 3. To increase school motivation: - it is important to compare the student’s successes with his own previous achievements and celebrate his efforts. - stop ridicule of classmates over failures and erroneous answers. - to form the habit of analyzing problems that arise in students’ own educational activities and conditions associated with different situations school life. 4. Teach children in a team to adequately respond to situations in which the weaknesses of their classmates appear.
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Memo for teachers How to help a student master AUD? Brief glossary: Universal learning activities (UAL) - the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience; a set of student actions that ensure his cultural identity, social competence, tolerance, ability to independently acquire new knowledge and skills, including the organization of this process. Universal educational activities (UAL) are divided into four main groups: Communicative UAL - provide social competence and conscious orientation of students to the positions of other people (primarily a partner in communication or activity), the ability to listen and engage in dialogue, participate in collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults. Personal actions of UUD - provide value-semantic orientation of students (the ability to correlate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. In relation to educational activities, two types of actions should be distinguished: 1) the action of meaning formation; 2) the action of moral and ethical assessment of the acquired content. Regulatory actions of the UUD - ensure that students organize their educational activities. These include: - goal setting; - planning; - forecasting; - control in the form of comparison of the method of action and its result; - correction; - grade. - volitional self-regulation. Cognitive UUDs include general educational, logical actions, as well as actions of posing and solving problems.
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Recommendations for the development of universal learning activities. Personal UUD: 1. Remember that each child is individual. Help him find his individual personal characteristics. 2. In a child’s life, no matter what age he is, an adult is the person who “opens” him real world. Help to discover and develop in each student his strong and positive personal qualities and skills. 3. When organizing educational activities in the subject, take into account the individual psychological characteristics of each student. Use data psychological diagnostics. 4. Remember that the most important thing is not the subject you teach, but the personality you form. It is not the subject that shapes the personality, but the teacher through his activities related to the study of the subject. Cognitive UUD: 1. If you want children to learn the material, teach them to think systematically in your subject (for example, the basic concept (rule) - example - the meaning of the material) 2. Try to help students master the most productive methods educational cognitive activity, teach them to learn. Use diagrams and plans to ensure the assimilation of the knowledge system 3. Remember that it is not the one who retells it that knows, but the one who uses it in practice. Find a way to teach your child to apply his knowledge. 4. Develop creative thinking through a comprehensive analysis of problems; Solve cognitive problems in several ways, practice creative tasks more often.
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Communicative UUD: 1. Teach your child to express his thoughts. As he answers the question, ask him leading questions. 2. Don't be afraid " non-standard lessons", try different types of games, discussions and group work to master the material in your subject. 3. Create an algorithm for students to retell the text of the material, for following which you will be awarded an additional point, for example. 4. When organizing group work or in pairs, remind the children about the rules of discussion and conversation. 5. Teach your child to ask clarifying questions about the material (for example, Who? What? Why? Why? Where? Etc.), ask again, clarify; 6. Study and take into account the life experiences of students, their interests, and developmental characteristics. Regulatory UUD: 1. Teach your child to control his speech when expressing his point of view on a given topic. 2. Teach the student: to control, to perform his actions according to a given pattern and rule. 3. Help your child learn to adequately evaluate the work he has done. Teach how to correct mistakes.
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Methodological advice on the topic
“Diagnostics of students’ meta-subject results”
from 02.11.2015
At present, the school still continues to focus on learning, releasing into life a trained person - a qualified performer, while today's information society requires a learner, capable of independently learning and retraining many times over the course of an ever-lengthening life, ready for independent actions and decision-making. What is important for a person’s life and activity is not whether he has savings for future use, a stock of some kind of internal baggage of everything he has learned, but the manifestation and ability to use what he has, that is, not structural, but functional, activity-based qualities.
The measure of a person’s ability to engage in activity is the totality of competencies. The following key competencies can be identified for school educational practice:
mathematical competence - the ability to work with numbers, numerical information– mastery of mathematical skills;
communicative (linguistic) competence – the ability to engage in communication in order to be understood, mastery of communication skills;
information competence - possession information technology– ability to work with all types of information;
autonomization competence - the ability of self-development - the ability for self-determination, self-education, competitiveness;
social competence - the ability to live and work together with other people, loved ones, in a team, in a team;
productive competence - the ability to work and earn money, the ability to create your own product, the ability to make decisions and bear responsibility for them;
moral competence is the willingness, ability and need to live according to universal moral laws.
In other words, the school should: “teach the child to learn,” “teach to live,” “teach to live together,” “teach to work and earn money” (from the UNESCO report “Into the New Millennium”).
According to Federal State Educational Standards LLC, one of the characteristics of the “portrait of a primary school graduate” is formulated as follows:
Section 1, paragraph 6: The standard is focused on the development of personal characteristics of a graduate (“portrait of a basic school graduate”):
loving his land and his Fatherland, knowing Russian and native language who respects his people, their culture and spiritual traditions;
aware and accepting of the values of human life, family, civil society, the multinational Russian people, humanity;
actively and interestedly exploring the world, realizing the value of work, science and creativity;
able to learn, aware of the importance of education and self-education for life and work, able to apply acquired knowledge in practice;
socially active, respecting law and order, measuring his actions with moral values, aware of his responsibilities to his family, society, and the Fatherland;
respectful of other people, able to conduct constructive dialogue, achieve mutual understanding, cooperate to achieve common results;
consciously following the rules of a healthy and environmentally sound lifestyle that is safe for humans and their environment; oriented in the world of professions, understanding the meaning professional activities for a person's benefit sustainable development society and nature.
The standard establishes requirements for the results of students mastering the basic educational program of basic general education: personal, meta-subject, subject. Meta-subject results should be understood as results that include interdisciplinary concepts mastered by students and universal educational actions (regulatory, cognitive, communicative), the ability to use them in educational, cognitive and social practice, independence of planning and implementation of educational activities and organization educational cooperation with teachers and peers, building an individual educational trajectory. Federal State Educational Standards of NOOs and LLCs regarding the requirements for meta-subject results of schoolchildren involve ensuring continuity. At all stages school education It provides for the formation of students' personality, their mastery of universal methods of educational activity, ensuring success in cognitive activity. Often teachers mistakenly combine the concepts of meta-subject results and interdisciplinary connections and general academic skills. Undoubtedly, the meta-subject results include general educational skills that are formed in various lessons and extracurricular activities, which is explained by their universality. But they make up only part of the meta-subject results. In addition, they find their application not only in school subjects and extracurricular activities, but most importantly, they are used in everyday life and form the basis of successful activities.
The Federal State Educational Standard defines meta-subject results as methods of activity mastered by students on the basis of one, several or all academic subjects that are applicable both within the educational process and when solving problems in real life situations.
The developers of the new generation of standards invest in the content of meta-subject results, first of all, the formed ability to use interdisciplinary concepts and universal educational actions (regulatory, cognitive, communicative) in educational, cognitive and social practice. In primary school, UUDs must ensure mastery of key competencies that form the basis of the ability to learn and meta-subject concepts. In the basic school, the following are added: independence in planning and implementing educational activities and organizing educational cooperation with teachers and peers, building an individual educational trajectory. In high school, it is complemented by mastering the skills of educational research, project and social activities.
The table presents excerpts from the standard for the content of requirements for meta-subject results, demonstrating the continuity of primary, secondary and high school.
Requirements for meta-subject results of mastering the main educational program
Primary school Primary school Senior school
mastering the ability to accept and maintain the goals and objectives of educational activity; the ability to independently determine the goals of one’s learning, set and formulate new tasks for oneself in learning and cognitive activity; to develop the motives and interests of one’s cognitive activity; the ability to independently determine the goals of activity and draw up activity plans;
Mastering ways to solve problems of a creative and exploratory nature, the ability to independently plan ways to achieve goals, including alternative ones, and consciously choose the most effective ways solutions
developing the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation; determine the most effective ways to achieve results, the ability to correlate one’s actions with the planned results, monitor one’s activities in the process of achieving results, determine methods of action within the framework of the proposed conditions and requirements, independently carry out, monitor and adjust activities;
use all possible resources to achieve set goals and implement activity plans;
choose successful strategies in various situations;
developing the ability to understand the reasons for the success/failure of educational activities and the ability to act constructively even in situations of failure to adjust one’s actions in accordance with the changing situation;
Development initial forms cognitive and personal reflection, the ability to evaluate the correctness of completing a learning task, one’s own capabilities for solving it, one’s actions;
mastery of the basics of self-control, self-esteem, decision-making and making informed choices in educational and cognitive activities, the ability to independently evaluate and make decisions that determine the strategy of behavior, taking into account civil and moral values;
possession of cognitive reflection skills as awareness of the actions being performed and thought processes, their results and foundations, the boundaries of their knowledge and ignorance, new cognitive tasks and means of achieving them.
mastering the logical actions of comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts the ability to define concepts, create generalizations, establish analogies, classify, independently select grounds and criteria for classification, establish cause-and-effect relationships, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions; possession of cognitive, educational and research skills project activities, problem solving skills;
ability and readiness to independently search for methods for solving practical problems, use various methods of cognition;
Using sign-symbolic means of presenting information to create models of studied objects and processes, schemes for solving educational and practical problems; ability to create, apply and transform signs and symbols, models and diagrams for solving educational and cognitive problems
mastering the skills of semantic reading of texts of various styles and genres in accordance with goals and objectives; semantic reading
willingness to listen to the interlocutor and engage in dialogue;
willingness to recognize the possibility of the existence of different points of view and the right of everyone to have their own;
willingness to constructively resolve conflicts by taking into account the interests of the parties and cooperation;
defining a common goal and ways to achieve it;
the ability to negotiate the distribution of functions and roles in joint activities;
exercise mutual control in joint activities, adequately assess one’s own behavior and the behavior of others; the ability to organize educational cooperation and joint activities with the teacher and peers;
work individually and in a group: find a common solution and resolve conflicts based on coordinating positions and taking into account interests; the ability to communicate productively in the process of joint activities, take into account the positions of other participants in the activity, and effectively resolve conflicts;
express your opinion and argue your point of view and assessment of events; formulate, argue and defend your opinion in planning and regulating your activities;
Active use speech means and ICT tools for solving communicative and cognitive problems; formation and development of competence in the field of use of information and communication technologies (ICT) the ability to use information and communication technologies (hereinafter referred to as ICT) in solving cognitive, communication and organizational tasks in compliance with the requirements of ergonomics, safety, hygiene, resource supply, legal and ethical standards, information security standards;
ability to work in material and information environment primary general education (including educational models) in accordance with the content of a specific academic subject
continuation of consciously constructing a speech utterance in accordance with the tasks of communication and composing texts in oral and written forms; ability to consciously use verbal means in accordance with the task of communication to express one’s feelings, thoughts and needs; mastery of linguistic means - the ability to clearly, logically and accurately express one’s point of view, use adequate linguistic means;
using various search methods (in reference sources and open educational information space Internet), collection, processing, analysis, organization, transmission and interpretation of information in accordance with the communicative and cognitive tasks and technologies of the educational subject, including the ability to enter text using a keyboard, record (write) measured quantities in digital form and analyze images , sounds, prepare your speech and perform with audio, video and graphic accompaniment; comply with the norms of information selectivity, ethics and etiquette; mastery of oral and written speech, monologue and contextual speech; readiness and ability for independent information-responsible activities, including the ability to navigate various sources of information, critically evaluate and interpret information received from various sources;
Mastery of basic information about the essence and characteristics of objects, processes and phenomena of reality (natural, social cultural, technical, etc.) in accordance with the content of a particular subject; formation and development of environmental thinking, the ability to apply it in cognitive, communicative, social practice and professional guidance skill determine the purpose and functions of various social institutions;
mastery of basic subject and interdisciplinary concepts that reflect essential connections and relationships between objects and processes. Features of assessing meta-subject results are related to the nature of universal educational actions. To achieve meta-subject results, the content of the main educational program of MOAU Secondary School No. 1 in Svobodny includes the “Program for the development of universal educational activities,” which includes the formation of students’ competencies in the field of using information and communication technologies, educational research and project activities. This program provides:
developing students' ability for self-development and self-improvement;
formation of personal value-semantic guidelines and attitudes, regulatory, cognitive, communicative universal educational actions;
formation of experience in the transfer and application of UUD in life situations to solve problems of general cultural, personal and cognitive development students;
increasing the efficiency of students’ assimilation of knowledge and learning activities, the formation of competencies and competencies in subject areas, educational research and project activities;
developing skills to participate in various forms of organizing educational, research and project activities;
mastering the techniques of educational cooperation and social interaction with peers. senior schoolchildren and adults in joint educational, research and project activities;
formation and development of students' competence in the use of information and communication technologies.
The goal of the UUD development program is to provide organizational and methodological conditions for the implementation of the system-activity approach, which forms the basis of the Federal State Educational Standard of LLC, in order to develop in primary school students the ability for independent educational goal setting and educational cooperation.
Achieving meta-subject results is ensured through the main components of the educational process - academic subjects. Evaluation of meta-subject results can be carried out during various procedures (during final testing or comprehensive work in subjects; current, thematic or intermediate assessment, etc.). Based on the fact that in adolescence the leading activity becomes interpersonal communication, communicative learning activities take on priority in the development of educational learning during this period. In this sense, the primary school task of “teaching students to learn” is transformed into a new task for the secondary school – “initiating educational cooperation.” A teacher today must become a designer of new pedagogical situations, new tasks aimed at using generalized methods of activity and creating students’ own products in mastering knowledge. V.A. Sukhomlinsky noted: “All our plans, all searches and constructions turn to dust if the student has no desire to learn.”
By virtue of their nature, being essentially indicative actions, meta-subject actions constitute a psychological basis and are an important condition for the success of students in solving educational problems. Accordingly, the level of their formation can be qualitatively assessed and measured. Firstly, the achievement of meta-subject results can be checked as a result of performing specially designed diagnostic tasks aimed at assessing the level of formation of a specific type of learning achievement. Secondly, the achievement of meta-subject results can be considered as an instrumental basis (or as a means of solution) and as a condition for the success of completing educational and educational-practical tasks using educational subjects. That is, depending on the success of execution test tasks in the Russian language, mathematics, literature, geography and other subjects, taking into account the mistakes made, one can draw a conclusion about the formation of a number of cognitive and regulatory actions of students. And finally, the achievement of meta-subject results can be manifested in the success of completing complex tasks on an interdisciplinary basis. Of course, a number of communicative and regulatory actions are difficult or impossible to assess in standardized work. For example, the ability to work in a group, listen and hear the interlocutor, coordinate your actions with partners, etc. In this case, during the internal assessment, recorded in the portfolio in the form of observation assessment sheets of a teacher or school psychologist, the achievement of such actions can be assessed.
In order to track the progress of each child along the path of his development and the effectiveness of one’s own pedagogical work, monitoring is needed, which allows one to evaluate the effectiveness of the activities carried out and make timely and informed decisions. It must be done regularly. There are a number of forms, methods, and tools for monitoring meta-subject results that I would like to introduce you to. Control methods include observation, design, and testing. Forms of control: individual, group, frontal forms; oral and written survey; personalized and non-personalized. Monitoring tools: UUD tasks, observation card, test, monitoring card, self-assessment sheet or diary.
In accordance with the OOP LLC, the main procedure for the final assessment of the achievement of meta-subject results is the defense of the final individual project. According to the school Regulations, such protection involves a public appearance with a presentation of one’s project. Meta-subject universal learning activities include “the ability to consciously use speech means in accordance with the task of communication to express one’s feelings, thoughts and needs; planning and regulation of its activities; mastery of oral and written speech, monologue contextual speech.” A speech-presentation is a public speech-presentation of a product of intellectual/creative activity independently created by a student. The student’s speech-presentation must be an oral report on a specific topic and presented in free form, without reading the written prepared text. During the speech, you can use auxiliary materials prepared in advance: a speech plan or abstract. In Internet resources you can find many different forms of assessing a student’s performance. I offer one of the options.
Oral Public Speaking Score Sheet
General evaluation criterion Specified evaluation criterion Number of points
Criteria Score Total
1. Content of the speech The content of the speech corresponds to the stated topic, goals and objectives 15 30
Given necessary examples and arguments 15 2. Speech presentation Free, without reading prepared written reading, presentation of the material (reliance on a plan or theses is possible) 15 35
3-part composition (introduction, main part, conclusion) 10 Clarity of pronunciation, selection of necessary speech means 10 3. Effectiveness of speech Interest and attention from those present in the audience (cheers of approval, questions, comments, applause, head nods) 10 35
Originality, brightness, unusualness of the performance 10 Compliance with the regulations (from 3 to 5 minutes) 5 Self-esteem 10 Total 100 points
Before the performance, students can be offered terms of reference in the form of 3 reminders, which are written in a language understandable to students:
1. “How to prepare an oral public presentation?”
2. “How to make a performance successful?”
3. “How to evaluate your performance?”
Memo No. 1
How to prepare an oral public presentation?
1. Think over the topic and goals of your public speaking, select the necessary material, make a selection necessary information. Strictly ensure that the content of the statement does not deviate from its topic and goals.
2. Think over the composition of the speech, consisting of 3 parts (there should be an introduction, the main part, and a conclusion). Prepare and learn the first phrase in advance, prepare words-links of sentences in your oral text.
3. Create a written text of the speech or draw up an outline (thesis is possible). It is advisable to prepare accompanying electronic materials or diagrams and tables with chalk on a blackboard.
4. Select interesting examples and compelling arguments that prove your thoughts and judgments.
5. At home, give a practice speech (one or more) based on the created theses or plan. Try not to read the written text, but to present it in free form.
Memo No. 2
How to make a performance successful?
1. Introduce yourself if necessary.
2. Clearly formulate the topic and goals of your speech. Make sure that the content of your speech corresponds to the stated topic and goals.
3. If necessary, during the presentation, use a pointer or accompanying electronic materials prepared in advance.
4. Avoid words that clog our speech, such as “as if,” “means,” “well,” “so to speak,” etc. Use the correct formal and business words scientific styles. 5. Pronounce each word of your speech distinctly, clearly, legibly, with the necessary logical pauses and at an average pace.
6. Present the prepared material enthusiastically, freely, without reading it from the written text.
7. Be tactful and respectful towards your listeners. Watch how closely they listen to you.
8. Observe the time allotted for the speech: give your speech from 3 to 5 minutes.
9. Don't forget to note the strengths and weaknesses of your performance and voice your self-assessment.
Memo No. 3
How to evaluate your performance?
1. Highlight the positive aspects of your speech (you can use the proposed criteria).
2. Note the shortcomings of your speech, what didn’t work out.
3. Think about what made you successful and what caused your disadvantages.
4. Rate your performance on a 10-point scale.
An additional source of data on the achievement of individual meta-subject results can be the results of test work, compiled by the teacher taking into account the meta-subject, in all subjects. The developers of the Federal State Educational Standard identify several meta-subjects that can be used in organizing the educational activities of schoolchildren: “Knowledge”, “Sign”, “Problem”, “Task”. Within the meta-subject “Knowledge”, the child learns to work with knowledge systems; in the classes of the meta-subject “Sign”, schoolchildren develop the ability to schematize, they learn to express with the help of diagrams what they understand, what they want to say, what they are trying to think or envision, what they want to do; By studying the meta-subject “Problem”, schoolchildren learn to discuss issues that are open to this day insoluble problems, students master techniques positional analysis, the ability to organize and conduct multi-positional dialogue, they develop the ability to problematize, goal-setting, and self-determination; within the framework of the meta-subject “Task”, schoolchildren develop the ability to understand and schematize conditions, model the object of a task, design methods of solution, and build activity procedures for achieving a goal. The universality of meta-subjects consists in teaching schoolchildren general techniques, techniques, schemes, patterns of mental work that lie above the subjects, but at the same time are reproduced when working with any subject material. The principle of meta-subject is to focus students on ways of presenting and processing information when studying a sufficiently large number of academic disciplines based on generalized methods, techniques and methods, as well as organizational forms activities of students and teachers. The key competency should be considered the ability to learn, the individual’s ability to self-development and self-improvement through the conscious and active appropriation of new social experience, and not just students’ mastery of specific subject knowledge and skills within individual disciplines.
Assessing the correctness of completing a learning task within the framework of using the “task” meta-subject. We set educational tasks: 1. establish a correspondence 2. Insert the missing words 3. Complete the sentence 4. Create a table. 5. Distribute into groups.
Evaluation criteria:
1 criterion: self-test according to the standard (I did “+” correctly, “-” incorrectly);
Criterion 2: analysis of your mistakes (what needs to be worked on)
Criterion 3: identifying the reasons for making mistakes
Filling out diagnostic sheets. Appendix 2 presentation
As part of the use of the meta-subject “knowledge”, “meaning”, the following tools can be used. Appendix 3 presentation.
As part of the application of the meta-subject “problem”, the experimental technique is very effective; it can be used in natural science lessons. Appendix 4 presentation.
Self-esteem of students public speaking in class. Self-assessment sheet. Appendix 5 presentation
Assessing achievement of semantic reading outcomes. Appendix 6 presentation
Assessment of skills to organize joint activities with the teacher and with peers Appendix 7 presentation
Conclusion
Achieving modern educational results is possible only if they are comprehensive (integrative). In order to be able to more or less adequately assess educational results, assessment of individual educational achievements students must have the general requirements:
1. The assessment must be integrative, i.e. take into account the relationship between different aspects of educational results (subject-related, competency-based ( universal methods activities), social experience (extracurricular and extracurricular achievements) 2. Dynamic, i.e. take into account individual progress when summarizing the results of a student’s education over a certain period of time;
3. Support student initiative and responsibility, i.e. create conditions for the possibility of presenting children's work for evaluation to another (adult, classmates) on their own initiative;
4. Have presentation skills, i.e. have special places (real and/or virtual) for students to publicly present their educational achievements;
5. Be technological, i.e. the use of different rating scales, procedures, assessment forms and their correlation in lessons.
6. Have openness, i.e. the possibility of participation of all subjects of the educational process in assessing the individual results and quality of education of schoolchildren.
Let's turn again to OOP LLC. Tasks for the use of UUD can be based both on the material of educational subjects and on practical situations encountered in the life of a student and that are significant for him (ecology, youth subcultures, everyday practice-oriented situations, logistics, etc.). There are two types of tasks, related to UUD:
tasks that allow, within the educational process,
form a UUD;
tasks that allow you to diagnose the level of formation
UUD.
In the first case, the task can be aimed at forming a whole group of universal educational actions related to each other. Actions can belong to the same category (for example, regulatory) or to different ones.
In the second case, the task can be designed in such a way as to demonstrate the student’s ability to apply some specific universal learning activity.
In basic school it is possible to use the following types of tasks:
1. Tasks that form communicative UUD:
to take into account the partner’s position;
to organize and implement cooperation;
to transmit information and display subject content;
communication skills training;
role-playing games.
2. Tasks that form cognitive learning tools:
projects to build a strategy for finding solutions to problems;
tasks on serialization, comparison, evaluation;
conducting empirical research;
conducting theoretical research;
meaningful reading.
3. Tasks that form the regulatory control system:
for planning;
to navigate the situation;
for forecasting;
for goal setting;
to make a decision;
for self-control.
The development of regulatory learning activities is also facilitated by the use in the educational process of a system of such individual or group educational tasks that empower students with the functions of organizing their implementation: planning stages of work, tracking progress in completing a task, adhering to a schedule for preparing and providing materials, finding the necessary resources, distributing responsibilities and quality control of work performance - while minimizing step-by-step control on the part of the teacher. The distribution of material and standard tasks in various subjects is not rigid; initial mastery of the same learning tools and consolidation of what has been mastered can occur during classes in different subjects. The distribution of typical tasks within a subject should be aimed at achieving a balance between the time of mastering and the time of using the corresponding actions.
Tasks for using UUD can be both open and closed. When working with tasks on the use of UUD for performance assessment, it is possible to practice “formative assessment” technologies, including binary and criterion-based assessments.
New federal state standards basic general education significantly change the requirements for the results of educational activities of students in basic school. The new generation standards pose the task of forming not only subject educational results, but, first of all, personal ones, and then meta-subject ones. In this regard, the urgent question arises about the need to create optimal psychological and pedagogical conditions in an educational institution, aimed at the formation of certain universal educational actions. However, to assess the quality of these conditions, including educational programs and the activities of teachers, a package of reliable and valid methods is required that can measure the level of development of students’ meta-subject educational results. Metasubject educational results call the cognitive, regulatory and communicative universal learning actions mastered by students, which in turn are the basis of the ability to learn in general.
More than one scientific team is working on solving this problem. In particular, at the Moscow City Psychological and Pedagogical University, work is being carried out on the design, development and testing of methods for diagnosing meta-subject educational results of students of basic general education. Within the framework of the developed diagnostic tasks, such meta-subject universal educational actions are assessed as the ability to navigate the conditions of a task, reflection on methods and conditions of action, assessment and control of the process and results of activity, the ability to carry out logical operations of analysis, generalization, classification and comparison, the ability to carry out information search, collection and selection of essential information from various information sources, analysis of objects in order to highlight essential and non-essential features and others. In our study, we used tasks for diagnosing meta-subject educational results, developed on the basis of the Moscow State University of Psychology and Education.
In our approach, the methodological basis for constructing tasks for diagnosing meta-subject educational results is the teaching of V.V. Davydov about theoretical thinking, educational activities, content analysis, reflection, generalization and abstraction. Following V.V. Davydov, we consider meta-subject competencies as forms theoretical thinking, manifested in solving subject problems. Moreover, the higher the complexity of the subject task, the higher the level of development of meta-subject competencies is usually required. Tasks for diagnosing meta-subject results are based on those proposed by V.V. Davydov and his followers ideas of diagnosing actions of meaningful analysis and reflection. In this case, analysis is understood as the ability to highlight the main essential properties and features of the object being studied, and reflection is understood as awareness and comprehension of one’s own actions and methods of educational activity. This also includes the ability to navigate the conditions of a task and process them into a familiar algorithm of actions.
It is also worth noting that when developing the tasks used, the experience of conducting diagnostics on international level, some tasks were constructed by analogy with tasks from PISA (Program for International Student Assessmen). We assume that the tasks we have selected can be used as a reliable and valid diagnostic tool for assessing the current level of development of a number of cognitive and regulatory universal learning activities.
An important feature of the selected tasks is that they can be used to diagnose the specified meta-subject competencies of primary school students from fifth to ninth grade. One of the hypotheses of our research is that the selected tasks can be used to assess the dynamics of the development of meta-subject learning tools at the stage of training in primary school. In addition, an important task of our research is to try to prove the existence of a dependence of the level of development of meta-subject educational results on various learning conditions.
Let's take a closer look at one of the tasks used:
“Masha and Petya live at the same distance from school and at a distance of 8 km from each other. What could be the distance from Masha’s house to school?”
Possible answers:
A) At least 4 km; B) No more than 4 km; B) At least 8 km; D) No more than 8 km
The development of this task is based on a similar task from PISA studies. This task can be solved using knowledge about the properties isosceles triangle, i.e. it is necessary to transfer the conditions of the problem to mathematical model. Since the base of the triangle will be 8 km, then, accordingly, the length of each of the sides cannot be less than 4 km. However, knowledge of the properties of an isosceles triangle is not a necessary condition solutions to this problem, because it can also be solved through experimentation during the solution process.
In total, the diagnostic package of methods contains 12 tasks aimed at identifying the current level of meta-subject competencies of primary school students. We conducted a pilot study on students and cadets of grades 5-7 of the Raduml Cadet Corps. In total, 88 people took part in the study, of which 32 were 5th grade students, 33 were 6th grade students, and 23 were 7th grade students. It should be noted that the cadet corps was created in 2014 on the basis of a rural school with low academic performance.
During the diagnostics, the following data were obtained. The average percentage of assignments completed by 5th graders is 19%, 6th graders 26.5%, and 7th graders 24%. As expected, the data obtained indicate a low level of task completion by students, which is associated with the characteristics of the educational institution. It may seem strange that 6th graders have a slightly higher completion rate than 7th graders, but the same differences persist in the academic performance of grades. In addition, we must not forget about the very limited and homogeneous sample of diagnosed students. It is worth noting that among 5th graders only 6% of students completed 50% or more of the tasks, among 6th graders 12%, and among 7th graders 13%.
The number of students who scored 0 or 1 during the diagnosis deserves special attention (high probability of randomly selecting the correct answer in the tasks closed type) point. Among 5th graders there were 53% of these, among 6th graders -18%, and among 7th graders only 13%, i.e. we can conclude that this sample is characterized by the following pattern: the older the class, the fewer students who cannot cope with any task. One might assume that the selected tasks are too difficult for 5th grade students, but 28% of 5th grade students solved between 25% and 50% of all tasks. From this we can conclude that, in general, the tasks are accessible to fifth-grade students, but many of the students have a low level of meta-subject educational results.
It is also worth considering separately the percentage of completion of specific tasks. For example, the above task about Masha and Petya was solved by 19% of fifth-graders, 33% of sixth-graders and 39% of seventh-graders. Only 3 tasks out of 12 were solved by less than 10% of students.
From the above data you can make the following conclusions:
· in general, this package of tasks can be used to diagnose meta-subject educational results;
· this package of tasks, with some reservations, is available for both 5th grade, 6th, and 7th grade students;
· the older the class, the smaller the number of students who failed any task;
The older the class, the more students complete 50% or more of assignments;
· the students of this educational institution have a low level of meta-subject educational results.
However, it is important to remember a number of caveats. Firstly, the diagnosis was carried out within one educational institution, i.e. on a homogeneous sample. Secondly, the sample itself was small and cannot be considered representative. Therefore, in this article we demonstrate only a small part of the ongoing research. In the future, we plan to involve several more educational institutions in the study, which will solve the problem of homogeneity and breadth of the sample. We plan to pay special attention not only to the current assessment of meta-subject educational results, but also to their dynamics over several years.
References
1. Guruzhapov V.A. On the problem of assessing the meta-subject competence of subjects // Electronic magazine"Psychological Science and Education." 2012. No. 1.
2. How to design universal learning activities in primary school. From action to thought: a manual for teachers / Ed. A. G. Asmolova. M., 2010.
3. Sokolov V.L. Experience in diagnosing analysis and reflection as universal educational actions // Electronic journal “Psychological Science and Education”. 2012. No. 3.
4. Shergina M.A. Development of understanding by junior schoolchildren of the image of a peer hero in the process of analyzing children's works fiction//Electronic journal “Psychological Science and Education”. 2013. No. 4.
MBOU "Kuedino Secondary School No. 2-
Basic school"
Teacher-psychologist: Nurtdinova T.A.
Diagnostics of meta-subject results
An important difference between the new generation of school standards is their focus on the formation of students’ personality, their mastery of universal methods of educational activity, ensuring success in cognitive activity at all stages of further education.
The traditional approach to education involved the transfer of knowledge, but now the goal is to teach children to acquire knowledge on their own, showing students the processes of developing scientific and practical knowledge. No one denies the importance of knowledge, but the main attention is paid to the ability to independently obtain and use this knowledge.
Therefore, in each educational institution, in accordance with the new standards, there must be a system for the formation and assessment of not only subject, but also meta-subject and personal results.
Meta-subject results include the development of the ability to plan speech and non-speech behavior; development of communicative competence; the ability to set goals and define tasks, plan sequential actions, predict work results, analyze the results of activities, draw conclusions, make adjustments, carry out self-observation, self-control, self-assessment in the process of communicative activities, etc.
It is the meta-subject results that are the bridges that connect all academic subjects, helping to overcome mountains of knowledge.
Meta-items are items that are different from traditional cycle items, this is a new educational form, which is based on the mental-activity type of integration of educational material and the principle of a reflexive attitude towards the basic organization of thinking. The student learns to learn in these lessons.
The universality of meta-subjects consists in teaching schoolchildren general techniques, schemes, techniques, methods, patterns of mental work that lie above the subjects, but at the same time are reproduced when working with any subject material.
The main object for assessing meta-subject results is the formation of a number of regulatory, communicative and cognitive universal actions, i.e. such actions of students that are aimed at analyzing and managing their cognitive activity
Assessment of meta-subject results can be carried out during various procedures.
Monitoring of meta-subject educational activities is an important component of the overall education quality management system both at the level of an individual child and class, and at the level of the entire educational institution. The subject of the analysis is the monitoring data of meta-subject AUDs of each child, a group of children with the same results, and the class as a whole.
The development of UUD in primary school is a process that takes place in three main stages. The first stage is the implementation of a training action based on a model, the intuitive application of a method based on repeated applications of similar samples, analogies, etc. (stage “Presentation”). The second stage is the implementation of a method of action when performing a learning task (stage “Method”). The third stage is the application of the method in the context of educational activities (stage “Mastering UUD”). According to the requirements of the Federal State Educational Standard of the NOO, by the end fourth grade It is necessary to form a whole range of meta-subject skills in children at the third level. To do this, throughout the entire period of a child’s education in primary school, a system of work on the step-by-step formation of educational learning must be built, from mastering the method through a model to integrating a conscious method into the context of a specific educational activity.
At Kuedinskaya secondary school No. 2, to evaluate meta-subject UUDs, we use the teaching materials “School Start”, “Learning to Learn” grades 1-3, authors T. V. Beglova, M. R. Bityanova, T. V. Merkulova, A. G. Teplitskaya.The diagnostic kit includes a workbook and guidelines for conducting and processing the results.
This monitoring makes it possible to give an objective assessment of the development of UUD at each age stage.
The School Start diagnostic begins from the very first days of the child at school.
It is held in September for 1st graders, during the 3-4th week of training. We carry out tasks every day at the beginning of the second or third lesson for 10 minutes or highlight certain diagnostic lessons.
Diagnostic results allow you to obtain reliable information about whether the child is ready to study successfully; create the basis for the development of universal educational activities; provide an emotionally comfortable educational environment for each child; help to select pedagogical methods and techniques taking into account the level of readiness and plan individual work with children.
These skills: ensure understanding of the textbook material and teacher instructions, allow you to engage in educational dialogue in the lesson, help organize activities in the lesson, etc.
A total of 17 skills have been identified, which are divided into 2 components: instrumental readiness and personal readiness. The instrumental component includes such blocks as: observation, thinking abilities, control skills, communication skills. The personal component includes motivation and value attitude towards knowledge. During the practical task, we will get acquainted in detail with the diagnostics of instrumental readiness of first-graders.
Timely diagnosis of these skills allows the teacher to “tune” the educational process to the individual level of readiness of the student and the class as a whole.
The methodological manual for teachers provides detailed characteristics of each skill according to the following scheme: meta-subject teaching aids, in what learning situations they are necessary and examples of learning tasks.
Each child works in his own personal workbook. Special diagnostic exercises make it possible to identify those skills that help children cope with educational tasks at the beginning of 1st grade.
Principles of constructing notebooks and assignments.
- One indicator - one task.
- Subject-based nature of the assignments
- Figurative level of information presentation
- One page - one task
- Group presentation of diagnostic tasks
All tasks are entertaining in nature and are built on the basis of color drawings, which makes them easier for children of this age to perceive.
All exercises are performed under the guidance of a teacher or psychologist. Methodological recommendations have been developed to help them. They provide all the necessary information: the purpose of the task, instructions, completion time, advice on what to do in certain situations, how to respond to children’s questions.
All data is entered into 2 summary tables, which allows them to be used in the future for qualitative pedagogical analysis. In the tables, for convenience, the summed points are marked different colors, for example, cells with base-level scores are painted green, low-level red.
According to the data entered into the table, the teacher immediately sees the problems of the class as a whole and each student individually. Children who receive low results are observed by a psychologist and attend remedial classes. The results of the initial diagnostics will help the teacher organize work in the first months of training, and the next guidelines for work will be the data from monitoring meta-subject educational results.
Monitoring of meta-subject UUD in grades 1, 2 and 3.
The educational and methodological set “Learning to Learn and Act” is a program for monitoring the development of learning skills for students in grades 1–4. Currently, notebooks and guidelines for grades 1, 2 and 3 have been developed and published.
Diagnostic measures allow the teacher to identify the level of formation of the most important learning achievements at each stage of education and determine a pedagogical strategy for each child to achieve meta-subject learning achievements.
In the first grade, the teacher has the opportunity to study the level of formation of the 8 most important UUDs. When developing diagnostic tasks, we took into account the characteristics and reading skills of first-graders, their speed of processing educational information, the ability to work with instructions independently, which are still just being formed.
Diagnostics are carried out in the month of April either for 8-10 minutes at the beginning of 2-3 lessons, or certain diagnostic lessons are highlighted.
In the 1st grade, the subject of monitoring the development of meta-subject learning tools is 8 skills. 2 regulatory (planning, assessment)
6 cognitive (analysis, synthesis, comparison, classification, generalization, establishment of cause-and-effect relationships)
Diagnostics in 1st grade is a fairy tale story, by participating in which children help forest school students, animals, and their teacher, Raccoon Enotovich.
Children complete all tasks (2 options) in an individual upside-down workbook.
Each option consists of 16 diagnostic modules, which
have the same structure: an introduction, a sample, three diagnostic tasks (A, B, C) and an additional task marked with a “chest” icon (this task is not graded).
Each page tells a different story.
First, the children, together with the teacher, complete a sample or training task. Then they complete three tasks independently.
Task A is aimed at studying the ability to practically carry out educational tasks, which are based on the skill diagnosed in this module. Task to complete.
Tasks B and C are aimed at studying the ability to focus on the essential conditions of the method that underlies the educational task. Orientation tasks.
After completion, all results are recorded on individual personal forms, which are stored in the portfolio or with the teacher. A class summary is also maintained. The skill rating is determined. Distribution into groups.
Monitoring meta-subject results “Learning to study and act” 2nd grade.
In the 2nd grade, the subject of monitoring the development of meta-subject learning tools is 13 skills.
Evaluate 3 regulatory skills: the ability to plan a sequence of educational actions in accordance with the task, the ability to evaluate the result of completing an educational task based on various evaluation criteria and the ability to independently monitor the completion of an educational task.
Monitor the formation of 7 pinformative UUD1. The ability to carry out the logical action “analysis” with the identification of essential and non-essential features. 2. The ability to carry out the logical action “synthesis”. 3. The ability to carry out the logical action “comparison” based on given characteristics. 4. The ability to carry out the logical action “classification” according to given criteria. 5. The ability to carry out the logical action “generalization”. 6. The ability to establish cause-and-effect relationships in the range of phenomena being studied. 7. The ability to build simple conclusions by analogy.
And 3 communicative UUDs1. The ability to construct a speech statement in accordance with the objectives of educational communication. 2. Ability to formulate a point of view. 3. The ability to ask questions to receive from a communication partner necessary information
In the process of monitoring meta-subject learning activities in 1st grade, students perform diagnostic tasks of two types. Tasks of the first type involve performing a meta-subject action according to the proposed model, tasks of the second type involve orientation in the method of action (finding errors, restoring the sequence of steps, etc.). In class 2 monitoring, along with tasks of these two types, there are tasks of the third type - to describe the method of action when performing a specific task. It is the presence of these tasks that makes it possible to evaluate the increase in the formation of those universal educational actions that are diagnosed in grades 1 and 2.
The workbook includes: – an introductory part, which contains an appeal to students, a description symbols and training tasks; – diagnostic modules for studying the level of development of meta-subject learning tools (for each skill, one diagnostic module has been developed, consisting of two stories compiled on material from different subjects); – a form for initial processing of results, which must be extracted from the notebook before the child completes monitoring tasks (only the teacher works with this form). All diagnostic stories have the same structure: introduction, sample, three diagnostic tasks (A, B, C) and an additional task. Each element of history has its own specificity and purpose. In the introduction to each story, a plot-game situation is given, followed by a brief description of the sample and conditions for completing the tasks.
The following meta-subject UUDs are included in the monitoring of grade 3: (19)
Regulatory skills● The ability to determine the boundaries of one’s own knowledge and skills to set educational goals.
The ability to plan actions in accordance with the educational goal. ● Ability to independently monitor educational activities. ● The ability to adjust the plan of educational activities in accordance with changing conditions. ● The ability to use criteria proposed by adults to evaluate learning activities.Cognitive skills● Ability to carry out the logical action “analysis”. ● Ability to carry out the logical action “synthesis”. ● Ability to carry out the logical action “comparison”. ● Ability to carry out the logical action “classification”. ● Ability to carry out the logical action “generalization”. ● The ability to establish cause-and-effect relationships in the range of phenomena being studied. ● Ability to build simple conclusions by analogy. ● The ability to relate objects to known concepts. ● Ability to use data from charts and tables to answer a question. ● Ability to build inductive inferences.Communication skills● Ability to formulate and argue your point of view. ● The ability to ask questions to obtain the necessary information from the communication partner. ● The ability to construct a speech statement in accordance with the objectives of educational communication. ● Ability to find the answer to a question using information presented in several sources
Diagnosis of the development of meta-subject LADs can be carried out throughout the fourth quarter of grade 3 and even at the beginning of grade 4. Monitoring tasks must be completed during the most productive period of school time (from Tuesday to Thursday, in the 2nd or 3rd lessons).
Processing the results becomes more complicated as the number of UUDs has also increased, so regulatory UUDs are entered in a separate form, as well as communicative and cognitive ones.
More detailed information about diagnostics and evaluating the results can be found on the websites www.tochkapsy.ru and www.zankov.ru
Diagnostic data is stored by the teacher, psychologist, and in the child’s portfolio. Moreover, if the portfolio is freely accessible to strangers, then it is advisable to store only workbooks in it; it is better to keep the forms with the results with the teacher. The information should not be shared with other people (confidentiality of personal information); parents and the head teacher of the school can be informed.
What does the monitoring result give the teacher?
According to the data entered into the table, the teacher sees the problems of the class as a whole and each student individually, and can build a system of individual assistance necessaryassignments, forms of work, the required degree of independence for each student.
A summary statement of results for each class is provided to the deputy director for water management, which allows him to analyze the results in parallel,make adjustments to the educational process in order to increase its effectiveness,exercise control over the formation of the UUD.
Parents get acquainted with diagnostic data at parent-teacher meetings and individual consultations with a psychologist, and they are given recommendations on the development of certain abilities in their children.
For a school psychologist, the data from this diagnosis are also of great importance.Children who receive low results are observed by him and attend correctional classes.Based on the monitoring results, it is possible to identify children at risk who need correctional assistance and gifted children who, within the framework of new education standards, should receive attention from both a teacher and a psychologist.
Last year, monitoring results revealed that 15 first-graders needed help from a psychologist. Throughout the year, these children attended correctional classes with a psychologist. For this group of children, special programs, aimed at correction and development of the cognitive sphere. Sand therapy, play therapy, art therapy, and various developmental tasks and exercises were used in working with these children. Positive developmental dynamics were monitored in 12 children. A group of children with good results starting readiness. Developmental classes for gifted children were conducted with them, preparation was organized for participation in Russian-level Olympiads, where students showed good results. If in the first grade the diagnosis of readiness for learning was properly carried out and, on its basis, the correction and individualization of the learning process was carried out, then the child has a better chance of successful learning activities. After all, the children for whom they were created optimal conditions at the beginning of their studies, they adapt more easily to school life.
Monitoring students’ meta-subject learning activities is an important point in the teacher’s summing up the results of the year’s work and setting goals for the upcoming work. Comparison of monitoring results obtained in grades 1, 2 and 3 allows the teacher to see the dynamics of the development of educational competencies for each student. This significant information to determine individual work strategies. Monitoring data will help the teacher once again evaluate the capabilities of his teaching and learning methods and the chosen teaching methodology in solving the problems of developing universal educational activities. Universal educational activities are an educational product. This means that they are the result of the teacher’s purposeful work, and monitoring allows him to see the success of his activities in this direction and to correlate his work strategy with the real capabilities of children.
Thus, this program monitoring allows you to systematically, professionally and comprehensively study and adjust the effectiveness and quality of education of each child, which meets the requirements of the Federal State Educational Standard of the NEO.
Mastering methods for assessing meta-subject results of students' activities.
- Update knowledge about meta-subject performance results.
- Introduce methods for assessing meta-subject results.
- Master in practice the diagnosis of meta-subject results.
Meta-subject results of activity – universal methods of activity – cognitive, communicative, regulatory.
Universal methods of activity are mastered by students on the basis of all academic subjects and are used by students both within the framework of the educational process and when solving problems in real life situations.
Practice-oriented project on the topic:
“System for assessing achievements of meta-subject results”
Educational program or system
Completed by teachers
primary classes
GOU boarding school No. 2
(7 species) Tver
Utkina Tatyana Nikolaevna
Tver 2011
Introduction………………………………………………………………………………….…2
I. Value guidelines for primary education………………………..5
1.1. Goals, objectives and directions for the development of primary education.……..5
II. Methodological principles of meta-subject……..………….….10
2.1. The concept of meta-subjectivity…………………………………………..10
2.2. Features of assessing meta-subject results. ………….…....12
2.3. Forms, methods, tools for monitoring meta-subject results. ………………………………………………………………………………….….16
III. Forms of work to develop basic communicative competencies. ……………………………………………………………………………….19
3.1. Diagnostic tasks for assessing communicative universal educational activities. …………………………..……...…………21
3.2.Universal learning activities and learning success in primary school………………………………………………………………………………………………..29
Conclusion. ………………………………………………………..……...31
Used literature……………………………………...……….34
Appendix 1…………………………………………………………….……...……35
Introduction
At present, the school still continues to focus on learning, releasing into life a trained person - a qualified performer, while today's information society requires a learner, capable of independently learning and retraining many times over the course of an ever-lengthening life, ready for independent actions and decision-making. What is important for a person’s life and activity is not whether he has savings for future use, a stock of some kind of internal baggage of everything he has learned, but the manifestation and ability to use what he has, that is, not structural, but functional, activity-based qualities.
The measure of a person’s ability to engage in activity is the totality of competencies. The following key competencies can be identified for school educational practice:
Mathematical competence – the ability to work with numbers, numerical information – mastery of mathematical skills;
Communicative (linguistic) competence – the ability to engage in communication in order to be understood, mastery of communication skills;
Information competence – mastery of information technology – the ability to work with all types of information;
Autonomous competence - the ability of self-development - the ability for self-determination, self-education, competitiveness;
Social competence - the ability to live and work together with other people, loved ones, in a team, in a team;
Productive competence – the ability to work and earn money, the ability to create your own product, the ability to make decisions and bear responsibility for them;
Moral competence is the willingness, ability and need to live according to universal moral laws.
In other words, the school should: “teach the child to learn,” “teach to live,” “teach to live together,” “teach to work and earn money” (from the UNESCO report “Into the New Millennium”).
Unfortunately, to date these problems have not found a positive solution. We can talk about a rather low level of development of key competencies among students in our schools.
So far, at the stage of completing compulsory education, the majority of our students show very poor preparation for independent learning, for independently obtaining the necessary information; low level (below low) of skills to solve problems, find a way out of a non-standard situation. Graduates are not ready for successful adaptation to modern world. And as a result, after leaving school, young people will either remain unsuccessful in life, or will get lost and will not be able to “find themselves,” which can lead to negative social consequences.
That is why the school has become and remains an urgent problem actual problem independent successful acquisition by students of new knowledge, skills and competencies, including the ability to learn. Great opportunities for this purpose, it provides the development of universal learning activities (ULA). That is why the “Planned Results” of the second generation Education Standards (FSES) determine not only subject, but meta-subject and personal results.
The significance and relevance of the identified problem determined the choice of this topic: “System for assessing the achievements of meta-subject results.”
Purpose The work is to study the features of the system for assessing meta-subject results at the stage of primary school education.
To achieve this goal, a number of decisions must be made tasks:
Consider the goals, objectives and directions of development of primary education
Study the psychological, pedagogical and theoretical-methodological foundations of meta-subject results;
Study the characteristics of personal, regulatory, cognitive, communicative, meta-subject results;
Select standard tasks to assess the level of formation of communicative educational actions.
I. Values of primary education
1.1. Goals, objectives and directions for the development of primary education
The fundamental difference between school standards of the new generation is their focus on achieving not only subject-specific educational results, but, above all, on the formation of students’ personality, their mastery of universal methods of educational activity, ensuring success in cognitive activity at all stages of further education.
What should a school graduate be like? This question worries every teacher today who cares about his profession. Methodical manuals are presented modern model a student with qualities characteristic of a 21st century personality. From modern man it is required to act meaningfully in a situation of choice, to competently set and achieve one’s own goals, to act productively in personal, educational and professional areas. Professionals of the 21st century are generalists, those for whom there are no barriers between related and completely non-related areas of knowledge, those who understand different professional languages who, when solving complex complex problems, can enter into multiprofessional interaction, who can easily move professionally in different fields of practice. As a result, the following questions arise: what should a modern school be like, and what tasks does a modern teacher face today? This issue is being discussed high level. In the message of the President of the Russian Federation Dmitry Anatolyevich Medvedev to the Federal Assembly on November 12, 2009, the main provisions of the national educational initiative “Our New School” were named, in particular, it was noted that the main result of school modernization should be the compliance of school education with the goals of rapid development, the school is required to give children have the opportunity to discover their abilities and prepare for life in a high-tech competitive world. Thus, the school must solve the problems of today, but prepare students for their future life.
In the new federal state educational standard - the second generation standard - the results of mastering the program are considered from three points of view. Previously, educational results meant subject-specific results (experience specific to a given subject mastered by students in the course of studying an academic subject). subject area activities to obtain new knowledge, its transformation and application, as well as the system of fundamental elements of scientific knowledge). In the second generation standards, along with subject ones, personal ones are distinguished (the readiness and ability of the student for self-development, the formation of motivation for learning, cognition, the choice of an individual educational path, the value and semantic attitudes of students, reflecting their personal positions, social competencies; formation of the foundations of civic identity) and meta-subject(universal learning activities mastered by students, ensuring mastery of key competencies that form the basis of the ability to learn and interdisciplinary concepts) results.
The previous traditional approach to education involves mainly the transfer of knowledge, but now purpose is to teach the child to acquire knowledge himself, showing students the processes of development of scientific and practical knowledge. No one denies the importance of knowledge, but the main attention is paid to the ability to independently obtain and use this knowledge. My study of existing second-generation textbooks for elementary school allowed me to draw the conclusion that the successful completion of any task proposed in the textbook requires students to use additional sources information such as encyclopedias, reference books, dictionaries. Thus, already from the first grade, the child learns to independently obtain and apply knowledge.
Working in an elementary school, one has to face a number of problems, first of all, a decrease in students’ motivation to study subjects, which is most clearly manifested when elementary school students move to the middle level of education and from middle to high school. Also V.A. Sukhomlinsky noted: “All our plans, all searches and constructions turn to dust if the student has no desire to learn.” One of the reasons for the decrease in motivation is the student’s inability to work with the ever-increasing amount of information that needs to be mastered, identifying the main thing from the abundance of information, systematizing and presenting information, hence the lack of understanding of how to retain all the educational material in the subjects in memory, the lack of understanding why this is necessary. As a result, the student develops a state of psychological discomfort and a desire to avoid, to isolate himself from the factors that cause it. The result is failure to complete assignments and a decrease in the quality of knowledge on the subject.
Many students are mistaken in thinking that only by memorizing a paragraph in a textbook can they become successful. Few of them think about what is really valuable is to determine the main idea of the text, the ability to analyze how it is connected with previous topics, to be able to find connections with the topics of the following lessons, to draw conclusions, to understand how this can be useful in life, then, that the student must not only have knowledge, but also apply it in practice. We also encounter a situation where students know, but find it difficult to formulate a clear answer; they experience difficulties in independently setting goals, learning tasks, and most importantly, analyzing the results of their activities, what worked, what didn’t, why not, what needs to be done so that next time avoid failure, etc. Thus, to improve the quality of knowledge in a subject, it is necessary to increase students’ motivation to learn, create a psychologically comfortable atmosphere, which involves students mastering universal learning activities, and demonstrate the possible application of acquired knowledge and skills in the study of other subjects, in any life situations.
The new requirements for student results established by the standard necessitate changing the content of education based on the principles of meta-subjectivity as a condition for achieving high quality education. A teacher today must become a construct of new pedagogical situations, new tasks aimed at using generalized methods of activity and creating students’ own products in mastering knowledge.
Existing today " Sample programs training" based on second generation standards, define the following learning objectives:
Development of communicative competence in the totality of its components: speech, language, sociocultural/intercultural, compensatory, educational and cognitive competence.
Personality development of students.
Formation and development of universal learning activities (UAL).
The expected learning outcomes include:
1. Subject results.
2.Personal results:
Formation of learning motivation;
Awareness of the possibilities of self-realization;
Commitment to improvement;
Formation of communicative competence;
Formation of general cultural and ethnic identity;
Tolerant attitude towards manifestations of another culture;
Willingness to defend national and universal human values, your civic position.
Development of the ability to plan one’s speech and non-speech behavior;
Development of communicative competence;
The ability to clearly define the areas of the known and the unknown;
The ability to set goals and identify tasks whose solution is necessary to achieve set goals, plan sequential actions, predict work results, analyze the results of activities (both positive and negative), draw conclusions (intermediate and final), make adjustments, identify new ones goals and objectives based on performance results;
Development of research educational activities, including skills in working with information (extract information from various sources, analyze, systematize, present in various ways);
Development of semantic reading, including the ability to determine the topic, predict the content of the text based on the title/ keywords, highlight the main idea, main facts, establish a logical sequence of main facts;
Carrying out self-observation, self-control, self-assessment in the process of communicative activities.
Exactly meta-subject the results will be bridges connecting all subjects, helping to overcome mountains of knowledge.
2.Methodological principles of meta-subject.
2.1. The concept of metasubjectivity.
What are metasubjects and the principle of metasubjectivity? She has been dealing with issues of educational meta-subjects and meta-subject activities since the 1980s. Scientific school Andrey Viktorovich Khutorskoy. For example, in Andrei Viktorovich’s “Modern Didactics” there is a paragraph “Meta-subject content of education”, which sets out in detail the specifics of educational meta-subjects and meta-subject topics. Today, this issue is being addressed by a group of methodologists, led by Gromyko Nina Vyacheslavovna, candidate philosophical sciences, Deputy Director of the Institute of Innovative Strategies for the Development of General Education at the Moscow Department of Education, Marina Vadimovna Polovkova, Candidate of Psychological Sciences, Deputy Director of the Institute of Innovative Strategies for the Development of General Education at the Moscow Department of Education and Director of the Institute for Advanced Research named after. Schiffers, academician of the Russian Academy of Natural Sciences Yuri Vyacheslavovich Gromyko. They see the goal of developing a meta-subject approach in education and, accordingly, meta-subject educational technologies as solving the problem of disunity, fragmentation, and isolation of different scientific disciplines and, as a consequence, educational subjects from each other.
Meta-subjects are subjects that are different from the subjects of the traditional cycle, this is a new educational form that is built on top of traditional subjects, it is based on a mental-activity type of integration of educational material and the principle of a reflexive attitude to the basic organization of thinking. The student learns to learn in these lessons. Here the conditions are created for the student to begin to reflect on his own work process: what exactly he mentally did, how he moved, what results he came to.
Today, at the Research Institute of Innovative Strategies for the Development of Education of the Moscow Department of Education, meta-subjects such as “Knowledge”, “Sign”, “Problem”, “Task” have been developed and are being tested in some regions of Russia:
Within the meta-subject “Knowledge”, the child learns to work with knowledge systems;
In the classes of the meta-subject “Sign”, schoolchildren develop the ability to schematize, they learn to express with the help of diagrams what they understand, what they want to say, what they are trying to think or envision, what they want to do;
By studying the meta-subject “Problem”, schoolchildren learn to discuss issues that are in the nature of open, still unsolvable problems, students master the techniques of positional analysis, the ability to organize and conduct multi-positional dialogue, they develop the ability to problematize, goal-setting, and self-determination;
Within the framework of the meta-subject “Task”, schoolchildren develop the ability to understand and schematize conditions, model the object of a task, design methods of solution, and build activity procedures for achieving a goal.
Meta-items "Meaning" and "Situation" are currently under development.
Summarizing the above, we can conclude that the child develops abilities such as understanding, imagination, thinking, reflection, and action.
The universality of meta-subjects consists in teaching schoolchildren general techniques, techniques, schemes, patterns of mental work that lie above the subjects, but at the same time are reproduced when working with any subject material. Principle meta-subject is to focus students on the ways of presenting and processing information when studying a sufficiently large number of academic disciplines based on generalized methods, techniques and methods, as well as organizational forms of activity of students and teachers. The key competency should be considered the ability to learn, the individual’s ability to self-development and self-improvement through the conscious and active appropriation of new social experience, and not just students’ mastery of specific subject knowledge and skills within individual disciplines.
The second generation standards provide for the teaching of meta-subjects as separate disciplines, but today we can get ahead of the curve, prepare our students and ourselves for this new system of work, applying elements of the meta-subject approach in our lessons.
2.2. Features of assessing meta-subject results
Grade meta-subject The results are described as an assessment of the planned results presented in the sections:
“Regulatory educational actions”, “Communicative educational actions”, “Cognitive educational actions”.
Under meta-subject results universal methods of activity are understood - cognitive, communicative and ways of regulating one’s activities, including planning. Control and correction.
Their content is described in detail in the interdisciplinary program for the formation of universal educational actions, as well as the planned results presented in all sections of the interdisciplinary program “Reading: working with information”
Achieving meta-subject results is ensured due to the main components of the educational process, that is everyone educational subjects, basic plan and are used by students both within the educational process and when solving problems in real life situations.
Main object of assessment meta-subject results serves as the formation of a number of regulatory, communicative and cognitive universal actions, i.e. such mental actions students who are aimed at analyzing and managing their cognitive activity.
These include:
The ability to accept and maintain educational goals and objectives, independently transform a practical task into a cognitive one; the ability to plan one’s own activities in accordance with the task and the conditions for its implementation and look for means of its implementation; ability to control and evaluate your actions, make adjustments to their implementation based on assessment and taking into account the nature of errors, show initiative and independence in learning;
- ability to carry out information search, collection and selection of essential information from various information sources;
- the ability to use sign-symbolic means to create models of studied objects and processes, schemes for solving educational, cognitive and practical problems;
- logical operations of comparison, analysis, generalization, classification according to generic characteristics. Establishing analogies, referring to known concepts;
- ability to cooperate with the teacher and peers when making decisions educational problems. Take responsibility for the results of your actions.
In other words, the main content of assessing meta-subject results in primary school is built around learning skills.
Features of assessing meta-subject results are related to the nature of universal actions.
By virtue of their nature, being essentially indicative actions, meta-subject actions constitute a psychological basis and are an important condition for the success of students in solving educational problems. Accordingly, the level of their formation can be qualitatively assessed and measured.
Firstly, the achievement of meta-subject results can be checked as a result of performing specially designed diagnostic tasks aimed at assessing the level of formation of a specific type of learning achievement. (see method of Dolzhenko Yu.A.)
Secondly, the achievement of meta-subject results can be considered as an instrumental basis (or as a means of solution) and as a condition for the success of completing educational and educational-practical tasks using educational subjects. That is, depending on the success of completing test tasks in the Russian language, mathematics, reading, the environment and other subjects, taking into account the mistakes made, one can conclude that a number of cognitive and regulatory actions of students are formed.
And finally, the achievement of meta-subject results can be manifested in the success of completing complex tasks on an interdisciplinary basis (see the final complex work at the end of the year in 1st grade).
Thus, assessment of meta-subject results can be carried out during various procedures.
Of course, a number of communicative and regulatory actions are difficult or impossible to assess in standardized work. For example, the ability to work in a group, listen and hear the interlocutor, coordinate your actions with partners, etc.
In this case, during the internal assessment, recorded in the portfolio in the form of observation assessment sheets of a teacher or school psychologist, the achievement of such actions can be assessed.
Since the formation of UUD will be carried out through the introduction of interdisciplinary programs, as the standards are implemented and the composition and planned results are clarified, the procedures for assessing meta-subject results will also be clarified.
Primary education involves developing the student's ability to self-regulate and take responsibility for their actions. In elementary school, the following regulatory educational activities can be distinguished, which reflect the content of the leading activities of children of primary school age:
1. Ability to learn and the ability to organize one’s activities (planning, control, evaluation):
The ability to accept, maintain goals and follow them in educational activities;
Ability to act according to a plan and plan one’s activities;
Overcoming impulsiveness, involuntariness;
The ability to control the process and results of one’s activities, including the implementation of anticipatory
control in collaboration with the teacher and peers;
Ability to adequately perceive grades and grades;
The ability to distinguish between the objective difficulty of a task and the subjective difficulty;
The ability to interact with adults and peers in educational activities.
2. Formation of determination and perseverance in achieving goals, optimism in life, readiness to overcome difficulties:
Determination and perseverance in achieving goals;
Willingness to overcome difficulties, developing an attitude to search for ways to resolve difficulties (coping strategy);
Forming the foundations of optimistic perception
2.3. Forms, methods, control toolsmeta-subject results
The main object of assessment of meta-subject results is the formation of students' regulatory, communicative and cognitive universal educational actions (hereinafter referred to as UAL).
Control methods: observation, design, testing
Forms of control: individual, group, frontal forms; oral and written survey; personalized and non-personalized
Control tools: UUD tasks, observation card, test, monitoring card, self-assessment sheet or diary
Meta-subject results | |||
Level 1 | Level 2 | Level 3 |
|
Regulatory | Ability to plan one’s own activities in accordance with the assigned task and the conditions for its implementation | The ability to control and evaluate one’s actions, make adjustments to their implementation based on assessment and taking into account the nature of errors | Acquiring self-regulation skills |
Cognitive | The learner's ability to accept and maintain learning goals and objectives | Independently transform a practical task into a cognitive one; ability to carry out information search, collection and selection of essential information from various information sources | Show initiative and independence in learning The ability to use sign-symbolic means to create models of studied objects and processes, schemes for solving educational, cognitive and practical problems. |
Communication | Ability to collaborate with teachers and peers when solving educational problems | Ability to listen and engage in dialogue; participate in a collective discussion of the problem. | The ability to integrate into a peer group and build productive interaction and cooperation with peers and adults; mastery of monologue and dialogic forms of speech; The ability to express and defend one’s point of view and accept another |
ABOUT Features of assessing meta-subject results are related to the nature of universal learning activities. Achieving meta-subject results is ensured through the main components of the educational process - academic subjects. The main content of assessing meta-subject results is built around the ability to learn.
Assessment of meta-subject results can be carried out during various procedures (during final testing or comprehensive work in subjects; current, thematic or intermediate assessment, etc.
III. Forms of work to form basiccommunicative competencies
It can be seen that in a traditional school, communication difficulties are overcome very poorly and are preserved in the form of a negative communication style. U significant amount In children, they become chronic, gradually turning into stable and unfavorable character traits. Thus, without the targeted and systematic formation of basic communicative competencies (otherwise - communicative component universal educational actions) in the course of training, failures of preschool education or negative individual characteristics cannot be overcome.
In this regard, it can be assumed that the creation at school real conditions to overcome the egocentric position, the successful formation (instilling) of skills of effective cooperation with peers (and, as a result, building more equal and emotionally favorable
relationships with them) will serve as a powerful counteract to numerous personality disorders in children.
The most significant contribution to the creation of a model of learning based on educational cooperation of students, belongs to D.B. Elkonin and V.V. Davydov, as well as their followers: V.V. Rubtsov and G.A. Zuckerman. Their studies not only convincingly show opportunity practical organization effective forms cooperation between primary and secondary school students aimed at mastering educational content school subjects, but also recorded positive impact of collaboration experience on the development of communication and speech.
Although the experimental experience of implementing the principles of educational cooperation cannot be directly transferred into the context existing system education, nevertheless, it provides useful guidelines regarding the means and methods of stimulating the development of communicative actions.
In particular, such forms of work as the organization of mutual checking of assignments, mutual assignments of groups, educational conflict, as well as discussion by participants of their methods of action are very important. For example, during a peer review, groups carry out those forms of review that
previously performed by the teacher. At the first stages of introducing this action, one group may note errors and shortcomings in the work of another, but later schoolchildren move only to meaningful control (identify the causes of errors, explain their nature).
Working in a group helps the child comprehend learning activities. At first, working together, students distribute roles, determine the functions of each group member, and plan activities. Later, everyone will be able to perform all these operations independently. In addition, working in a group allows you to give students emotional and meaningful support, without which many cannot join in the overall work of the class at all, for example, timid or weak students.
Group work for younger schoolchildren has its own rules: you cannot force children to work in group or express your displeasure to someone who does not want to work (later you need to find out the reason for the refusal); collaboration should not exceed 10-15 minutes to avoid fatigue and reduced efficiency; You shouldn’t demand absolute silence from children, but you need to fight shouting, etc.
In addition, special efforts by the teacher to establish relationships between children are often required.
Class time can be used for group work. However, other forms can be used, for example project assignments, special training sessions on the development of communication skills under the guidance of a school psychologist, etc. Age and social
psychologists have developed many programs aimed at developing communication skills in primary schoolchildren and adolescents (M.R. Bityanova, 2002).
Some of them are based on the widespread use of gaming methods and are intended to be carried out outside school hours. Others are included in the course “Russian language” or “Acquaintance with the outside world”. Still others can be done as independent classes.
However, the above forms of classes and other recommendations can only be useful if you create favorable general atmosphere in a separate class and in the school as a whole - atmosphere of support and interest.
It is necessary to encourage children to express their point of view, as well as to develop their ability to listen to other people and be tolerant of their opinions.
The decisive role in this belongs to the teacher, who himself must be an example of a non-authoritarian style of discussion and have a sufficient general communicative culture. The teacher should give students speech samples and assist them in conducting discussions, arguing, making arguments, etc.
The joint activity of younger schoolchildren will be effective if it is structured according to the type of jointly shared activity with role dynamics.
Formation of communicative universal
educational activities
It can be said without exaggeration that all primary school subjects have potential prerequisites for the development of communicative and speech actions due to their truly universal, i.e., maximally generalized nature. However, the realization of this potential is significantly hampered by the unconditional dominance of the individual form of organization of educational activities (teacher-student), which is characteristic of most school disciplines today. Nevertheless, many subject teachers have successful experience in organizing separate collaborative learning assignments, the specifics of which naturally involve active interaction between students, collaboration, exchange of information, discussion of different points of view, etc.
Traditionally, the first place in a number of school subjects that practice exchange of opinions, discussion, dialogue, etc., is occupied by “Literature” or in primary school - "Literary reading" . Literature lessons, organized in the form of dialogue or discussion, allow you to instill
students respect the opinion of their interlocutor, be it a teacher or a peer; the ability to clearly and competently express one’s thoughts, give reasons for one’s opinion and retreat from incorrect arguments, and accept the position of the interlocutor.
"The world around us" . For example, on the pages of relevant textbooks one often encounters such tasks as “prepare a story...”, “describe orally...”, “explain...”, etc. It is assumed that the student must complete such a task in the process of individual preparation (at home or in class). ).
Meanwhile, in essence, this task is of a purely communicative nature: the story is always addressed to someone (and may vary depending on who it is addressed to), the description or explanation also loses its meaning outside the situation of communication and interaction. In any case, for younger schoolchildren, real social mediation is necessary here. It is therefore advisable to practice performing at least part of this type of task by children united in pairs or micro groups of 3-4 people, when, for example, they must develop a common opinion or create a common
description... This technique will give these tasks a psychologically full-fledged character of the children’s activity, eliminating the painful artificiality of the need to “tell themselves.” This is also true for other school subjects.
Observation of schoolchildren performing tasks together: analyzing a word or sentence in a Russian language lesson, solving a mathematical problem, etc. - shows that in this form of work, children are attracted primarily by the fact that their communicative actions are allowed and even encouraged. Children can consult with each other suggest, argue, prove- in a word, act naturally, relaxed, “not like in a lesson” (V.V. Andrievskaya et al., G.S. Kostyuk et al.). According to its motivational fullness of this kind academic work is close to gaming activity with its characteristic actualization of competitive motives, proactive behavior and active interaction. Naturally, students’ emotionally positive attitude towards this work sharply increases its effectiveness and thereby contributes to the maintenance of learning motivation and a positive attitude towards learning in general.
3.1. Diagnostic tasks for assessing communicative universal educational activities.
To facilitate orientation in the use of diagnostic tasks, criteria for assessing communicative universal educational activities are given in (Appendix 1).
At the beginning of the year
Task “Left and Right Sides”
(J. Piaget)
Target: identifying the level of formation of actions aimed at taking into account the position of the interlocutor (partner).
communicative actions.
Age: 6.5-7 years.
Evaluation method:
Description of the task: the child is asked questions to which he must answer, or offered tasks to which he must respond with actions.
Quests
1. (Sitting or standing facing the child.) Show me your right hand. Left. Show me your right leg. Left.
2. Same thing. Show me my left hand. Right.
Show me my left leg. Right.
V a r i a n t. Children stand with their backs to each other. One of the children is asked, without turning around, to show the left hand of a classmate standing behind him. Right. Touch his left leg. Right.
3. On the table in front of the child there is a coin and a pencil: the coin is on the left side of the pencil in relation to the child. Pencil on the left or right? What about the coin?
4. The child sits opposite an adult who has a coin in his right hand and a pencil in his left hand. Is the coin in your left or right hand? What about a pencil?
Evaluation criteria:
Understanding the Opportunity various positions and points of view, orientation towards the position of other people different from one’s own;
Correlating the characteristics or features of objects with the characteristics of the observer’s point of view, coordinating different spatial positions.
Grading levels:
1. Low level: the child answers incorrectly in all four tasks;
2. Intermediate level: correct answers only in tasks 1 and 3; the child correctly identifies the sides relative to his own position, but does not take into account the partner’s position.
3. High level: The child performs four tasks correctly, i.e., takes into account the differences in the other person’s position.
At the end of the first half of the year
Task "Mittens"
(G.A. Tsukerman)
Target: identifying the level of formation of actions to coordinate efforts in the process of organizing and implementing cooperation (cooperation).
Assessed universal learning activities: communicative actions.
Age: 6.5-7 years.
Evaluation method: observing the interaction of students working in pairs in the classroom and analyzing the results.
Description of the task: children sitting in pairs are given one image of mittens each and asked to decorate them
equally, that is, so that they make a pair. Children can come up with a pattern themselves, but first they need to agree among themselves what pattern they will draw.
Each pair of students receives an image of mittens in the form of a silhouette (for the right and left hand) and identical sets of colored pencils.
Evaluation criteria:
The productivity of joint activities is assessed
by the degree of similarity of the patterns on the mittens;
Children’s ability to negotiate, come to a common decision, ability to persuade, argue, etc.;
Mutual control during the implementation of activities:
do children notice each other’s deviations from the original plan, how do they react to them;
Mutual assistance during drawing;
Emotional attitude towards joint activities:
positive (they work with pleasure and interest), neutral (they interact with each other out of necessity)
or negative (ignore each other, quarrel, etc.).
Grading levels:
1. Low level: the patterns are clearly dominated by differences or no similarities at all. Children do not try to agree or cannot come to an agreement; everyone insists on their own.
2. Intermediate level: partial similarity - individual signs(color or shape of some parts) are the same, but there are noticeable differences.
3. High level: the mittens are decorated with the same or very similar patterns. Children actively discuss a possible pattern; come to an agreement on the method of coloring the mittens; compare methods of action and coordinate them, building a joint action; monitor the implementation of the adopted plan.
At the end of the school year
Method “Who is right?”
(methodology by G.A. Tsukerman and others)
Target: identifying the formation of actions aimed at taking into account the position of the interlocutor (partner).
Assessed universal learning activities: communicative actions.
Age: 8-10 years.
Evaluation method: individual conversation with the child.
Description of the task: The child is given the text of three tasks in turn and asked questions.
T e x t 1
Petya drew the Serpent Gorynych and showed the drawing to his friends. Volodya said: “That’s great!” And Sasha exclaimed: “Ugh, what a monster!”
Which one do you think is right? Why did Sasha say that? And Volodya? What was Petya thinking? What will Petya answer to each of the boys? What would you answer if you were Sasha and Volodya? Why?
T e x t 2
After school, three friends decided to prepare their homework together.
First, let’s solve the math problems,” Natasha said.
No, you need to start with an exercise in the Russian language, -
suggested Katya.
But no, first you need to learn the poem, -
Ira objected.
Which one do you think is right? Why? How did each girl explain her choice? What is the best thing for them to do?
T e x t 3
Two sisters went to choose a gift for their little one
brother for his first birthday.
Let’s buy him this lotto,” Lena suggested.
No, it’s better to give a scooter,” Anya objected.
Which one do you think is right? Why? How did each girl explain her choice? What is the best thing for them to do? What would you suggest as a gift? Why?
Evaluation criteria:
Understanding the possibility of different positions and points of view (overcoming egocentrism), orientation towards the positions of other people different from one’s own;
Understanding the possibility of different bases for assessment
the same subject, understanding the relativity of assessments or approaches to selection;
Taking into account different opinions and the ability to justify your own;
Taking into account different needs and interests.
Grading levels:
1. Low level: the child does not take into account the possibility of different grounds for evaluating the same object (for example, the depicted character and the quality of the drawing itself in task 1) or choice (tasks 2 and 3), accordingly, excludes the possibility of different points of view; child
takes the side of one of the characters, considering a different position to be clearly wrong.
2. Intermediate level: partially correct answer - the child understands the possibility of different approaches to assessing an object or situation and admits that different opinions are fair or wrong in their own way, but cannot justify their answers.
3. High level: the child demonstrates an understanding of the relativity of assessments and approaches to choice, takes into account the differences in the positions of the characters and can express and justify his opinion.
3.2.Universal learning activities and learning success in primary school
Universal educational actions, their properties and qualities determine the effectiveness of the educational process, in particular the acquisition of knowledge, the formation of skills, the image of the world and the main types of student competencies, including social and personal ones.
Despite the recognition in pedagogical science and practice of the importance of meta-subject (general academic) actions and skills for the success of learning, until now, serious large-scale systematic work on their introduction into school education has not been carried out. The spontaneity of the development of universal educational activities is reflected in acute problems school education: in a significant dispersion of academic performance, unformed educational and cognitive motives and low curiosity and initiative of a significant part of students, difficulties in voluntary regulation of educational activities, low level of general cognitive and logical actions, difficulties of school adaptation, growth of deviant behavior. The concept of the development of universal educational activities for school education considers them as an essential psychological component of the educational process and recognizes their purposeful, systematic formation of universal educational activities as a key condition for increasing
the effectiveness of the educational process in the new socio-historical conditions of the development of society.
In conclusion, we list the main stages of implementation of the methodology and technology for the formation of universal educational activities in primary school:
Selection goals the formation of universal educational actions, their functions in the educational process, content and required properties, taking into account the age-psychological characteristics of students.
Determining the indicative basis of each of the universal educational actions, ensuring its successful implementation, and organization of orientation students during its implementation.
Organization stage-by-stage development universal educational actions, ensuring the transition from performing an action based on material means to a mental form and from joint execution of an action (co-regulation with a teacher and peers) to independent execution
(self-regulation).
Finding specific forms of universal educational action in relation to each educational subject, describing the properties of the action. Definition connections between universal educational activities and the content of subject disciplines.
Creation task systems , including subject-specific, general logical and psychological types(P.Ya. Galperin), the solution of which ensures the formation specified properties universal learning activities.
Creation new type of textbooks , implementing the technology of formation specific types and forms of universal educational actions in a given subject discipline,
as well as the development of appropriate teaching aids for teachers .
Conclusion.
Thus, assessment of meta-subject results can be carried out during various procedures . For example, in final tests in subjects or in complex works on an interdisciplinary basis, it is advisable to evaluate (directly or indirectly) the formation of most cognitive educational actions and skills in working with information, as well as an indirect assessment of the formation of a number of communicative and regulatory actions.
During the ongoing, thematic, mid-term assessment, the achievement of such communicative and regulatory actions may be assessed that are difficult or impractical to check during a standardized final test. For example, it is during the current assessment that it is advisable to monitor the level of development of such skills as “interaction with a partner”: orientation towards the partner, the ability to listen and hear the interlocutor; the desire to take into account and coordinate different opinions and positions regarding an object, action, event, etc.
Assessment of the level of formation of a number of universal educational activities, the mastery of which is of decisive importance for assessing the effectiveness of the entire primary education system (for example, the level of “involvement” of children in educational activities, the level of their educational independence, the level of cooperation and a number of others provided by the primary education system) is carried out in form of non-personalized procedures.
Despite the recognition in pedagogical science and practice of the importance of meta-subject (general academic) actions and skills for the success of learning, until now, serious large-scale systematic work on their introduction into school education has not been carried out.
The spontaneous development of universal educational activities is reflected in the acute problems of school education: a significant dispersion of academic performance, lack of formation of educational and cognitive motives and low curiosity and initiative of a significant part of students, difficulties in voluntary regulation of educational activities, low level of general cognitive and logical actions, difficulties in school adaptation, growth deviant behavior. Concept
development of universal educational actions for school education considers them as an essential psychological component of the educational process and recognizes their purposeful, systematic formation of universal educational actions as a key condition for increasing the effectiveness of the educational process in the new socio-historical conditions of the development of society.
Thus, we can identify several generalizing positions and draw the main conclusions about the role of meta-subject results in the system of modern general secondary education:
1. Universal educational actions represent an integral system in which the origin and development of each type of educational action is determined by its relationship with other types of educational actions and the general logic of age development.
2. The development of a system for assessing meta-subject results as part of personal, regulatory, cognitive and communicative actions that determine the development of an individual’s psychological abilities is carried out within the framework of the normative age-related development of the personal and cognitive spheres of the child.
3. The basis for the formation of meta-subject results is the “ability to learn,” which presupposes the full mastery of all components of educational activity (cognitive and educational motives; learning goal; learning task; educational activities and operations) and acts as a significant factor in increasing the efficiency of students’ mastery of subject knowledge, skills and the formation of competencies, an image of the world and the value-semantic foundations of personal moral choice.
4. B educational practice there is a transition from teaching as a teacher presenting a knowledge system to students to active problem solving in order to develop specific solutions; from mastering individual academic subjects to multidisciplinary (interdisciplinary) study of complex life situations; to the cooperation of students and teachers in the course of mastering knowledge, to the active participation of the latter in the selection of content and teaching methods.
And most importantly, the foundations for the formation of universal educational activities laid down in the Federal State Educational Standard of the second generation emphasize the value modern education– the school should encourage young people to take an active civic position, strengthen personal development and safe social inclusion in society.
In conclusion, I would like to give a small self-assessment of our educational activities within the framework of the training course. Working with the course materials, we became convinced that the emergence of the second generation standard was due to the demands of the time, the new goals that society sets for education. Studying on the course prepared us for a comprehensive analysis of the Federal State Educational Standard of second-generation general education; we can consider the issues of implementing the Federal State Educational Standard from the standpoint of administrative, legal, economic, methodological, and information support. It is safe to say that we are ready to work in accordance with the objectives of the standard and plan to further improve our activities taking into account the features of the second generation standard.
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