Project on the formation of a Wood. Project activity as a means of forming a Wood material on the topic. Universal learning actions

Innovative project

"The formation of a Wood in the lessons in elementary school"

The changes that occurred in our society entailed a change in the objectives of modern education, and, therefore, all components of the Methodological system of the teacher. The most important task of the school today is the development of the student's personality. This is aimed at thisII. generation. Teacher elementary schoolimplementing this standard should not only teach read, write, count, but also to form universal learning actions.C. 2010-2011 Our school has moved to learning on new standards. The task faced in front of me is to understand the essence of GEF, distinctive features compared to the previous standard. He studied the documents and additional literature, participated in the development of OOP NOO, working programs on subjects. In the course of studying the literature, program development, I came to the conclusion that one of important moments GEF implementation is the formation of a Wood. Already in the development of the first lessons, I realized that modeling lessons on the formation of a Wood is not easy, but today is a time demand. And in front of me the question arose: how to design a lesson that would form students not only subject results, but also universal learning activities.

The topic of the innovation project: "The formation of a Wood in the lessons in elementary school"

The main goal of the innovation project:

Creating conditions for the formation of universal educational actions during the assimilation of various subject disciplines of elementary school students.

Tasks:

Examine the essence of universal training actions.

Analyze the UMC "School of Russia" in order to identify its possibility in creating conditions for the formation of a Wood.

Develop a system of tasks, questions, educational situations of contributing to the formation of a Wood. Create conditions for the formation of URU at each stage of the lesson.

Estimated results:

Forming from schoolchildren of universal training actions (personal, educational, regulatory and communicative), allowing students to independently organize their own activities to solve problems and problems, readiness for self-improvement and self-development.

Improving the level of professionalism of the teacher

Areas of work:

Professional

Studying new educational standards of new programs and textbooks, identifying their features, special attention to the program of formation of the Wood.

Improving your knowledge in the field of classical and modern pedagogy and techniques.

Raising qualifications at seminars and courses for teachers primary classes.

Methodical

Application in the lessons of new pedagogical technologies, forms, methods and techniques that contribute to the formation of a Wood.

Tracking the condition and dynamics of the level of formation of universal training actions in schoolchildren.

The optimal development of each child based on pedagogical support for its individuality, attracting them to participate in scientific and practical conferences, contests of creative works, Olympiads.

Exploring the experience of the best teachers of the school, district, participation in the exchange of experience.

Systematization of materials of methodological, pedagogical and psychological literature on the topiccreating a folderthe best developments of lessons, interesting techniques and finds at the lesson, scenarios of extracurricular activities.

Stages of work:

I. Stage - 2010 -2011 Affection of literature on the topic, improve the qualifications of teachers. In the 1st stage, the entity and features of the new GEF, the program of formation of the Wood, pedagogical and methodological literature, passed courses of advanced training.

II. Stage - 2011-2014 - Active introduction into the practice of new technologies, forms, methods and techniques that contribute to the formation of the Wood, tracking results.

III Stage - 2015 (January-May) - systematization of materials and summing up work.

What is the role of primary school? Integration, generalization, understanding of new knowledge, linking them with a child's life experience based on the formation of the ability to learn. Learn yourself - this is the task, in the decision of which there is no replacement today.

Instead of a simple transfer of knowledge, skills and skills from the teacher to the student, the priority goal of school education is becoming the development of the student's ability to independently put training goals, design ways to implement them, control and evaluate their achievements, in other words - the formation of the ability to learn. The student himself must become an "architect and builder" of the educational process. The old didactic rule "learning children to learn" has never been so relevant as now.

The achievement of this goal becomes achievable due to the formation of a system of universal academic actions (Wood). Mastering universal learning actions gives students the possibility of independent successful assimilation of new knowledge, skills and competencies based on the formation of the ability to learn, because the Wood is generalized actions that generate motivation to learning and allow students to navigate in various subject areas of knowledge.

Universal training actions are divided into four main blocks: personal; regulatory; cognitive; Communicative actions.

The structure of universal training actions includes:

Personal Wood (fromaMOODENIENCY, MEASTELING ECONOMY, MOGAL AND AESTETICAL EVALUATION). They allow you to make a teaching meaningful, linking them with real life goals and situations. Personal actions are aimed at awareness, research and adoption of life values, allow you to navigate in moral norms and rules, develop our own position in relation to the world.

Regulatory Wood (goaling, planning, forecasting, control, correction, assessment, self-regulation). They provide the ability to manage cognitive and educational activities through the formulation of goals, planning, control, correction of their actions, assess the success of assimilation.

Cognitive Uud. (general educational universal actions, logical universal actions, formulation and solving problems). They include the actions of the study, search, selection and structuring the necessary information, modeling the content under study.

Communicative Woods ( planning for training cooperation, setup issues, resolution of conflicts, control, correction). They provide opportunities for cooperation: the ability to hear, listen and understand the partner, plan and coordinately perform joint activities, distribute roles, mutually control each other's actions, be able to negotiate, lead a discussion, Properly express your thoughts, to support each other and effectively cooperate with both the teacher and with peers.

How to design a lesson?

For the formation of a Wood, the technology of the lessons of each type should implement an activity method of learning.

The system-activity approach is the methodological basis of the standards of primary general education of the new generation. The system-activity approach is aimed at the development of the personality, on the formation of civil identity. Training should be organized so that it is purposefully leading for development.

The main methodological purpose of the lesson in systemic training is the creation of conditions for the manifestation of the cognitive activity of students.

The main methodological goal is achieved in the following ways.

The course of knowledge is "from students." The teacher makes up and discusses the lesson plan together with students, uses the didactic material during the lesson, allowing the student to choose the most significant appearance for it and the form of study content.

The transforming nature of the student activities: observed, compared, group, classified, draw conclusions, find out the patterns. That is, awaken to mental activity, and their planning.

Intensive independent activity of students associated with emotional experiences, which is accompanied by the effect of surprise. Tasks with the inclusion of a mechanism of creativity, help to promotions from the teacher. The teacher creates problematic situations - conflicts.

Collective search, directed by the teacher (questions awakening independent thought of students, preliminary homework). The teacher creates an atmosphere of the interest of each student in class.

Creating pedagogical situations to communicate in a lesson that allows each student to exercise the initiative, independence, selectivity in work methods.

Flexible structure. The teacher uses a variety of forms and methods of organizing training activities, allowing to disclose subjective experience of students.

Lessons of activity activity for goaling can be distributed in four groups:

1) Lessons "Opening" of new knowledge;

2) lessons to work skills andreflection;

3) lessons of the general flow rate (lessons for building a knowledge system);

4) Lessons of developing control.

After analyzing the activities of students at each stage of the lesson, it is possible to distinguish those universal learning actions that are formed with the right organization of students 'activity, as well as those methods, techniques, means of learning, formation of students' activity that contribute to the formation of a Wood. The results of this analysis demonstrates the table "Forms of the organization of educational activities aimed at the formation of UUD" (ONZ lesson)

Stages lesson

Formulated universal

educational actions

Methods, techniques, learning tools; Forms of organization of students' activities; Pedagogical technologies

1. Motivation to educational activities.

Personal

Emotional mood

2. Actualization and fixation of the difficulty in a trial learning action.

Cognitive communicative

Regulatory

Personal

Setting the problematic issue, organization of the problem situation

3. Detection of the place and the cause of difficulties.

Cognitive regulatory communicative

Personal

Problem Dialogue, Problem Technology

4. Building an exit project from difficulty (goal, plan, method, funds)

Regulatory comcommunicative

Cognitive

Personal

Card lesson, interactive posters, presentation Project activities, Tasks type: "Put the questions you know the answers"

5. Implementation of the built project.

Personal, Cognitive, Regulatory, Communicative

Project activities.

Partial search, research activities

Holding didactic games.

Work with interactive simulators.

Application Encyclopedia, dictionaries, reference books, ICT - Technology

6. Primary consolidation with progress in external speech

Cognitive Regulatory, Communicative

Personal

Group, steaming work

Working with a textbook, perform training tasks.

7. Independent work with self-test on the standard.

Regulatory Personal, Cognitive

Used self-control, interconnection

8. Enable knowledge and repetition.

Cognitive, Communicative

Personal

Group, steaming work

mutual assistance, work on memo

9. Reflection of educational activities in the lesson (the result of the lesson).

Communicative

Personal

Cognitive

Self-analysis, self-esteem

Receptions "palm", emoticons, feedback cards, etc.

Of course, the table is universal training actions and methods, techniques, technologies are presented in generalized form. More specifics will be in the selection of tasks, the forms of organization of activity and training tools for each stage of a particular lesson. And yet this table allows the teacher already when planning to see, at what stage of the lesson, what a Wood is formed with the right organization of students' activity.

The actions of the teacher allowing you to form universal learning actions.

In my work, I try to adhere to the following rules:

creating a problem situation, revealing the inconsistency or insufficiency of knowledge, together with the children I define the purpose of the lesson.

i teach the child to set goals and search for ways to achieve them, as well as solving problems.

before starting the decision, I make a joint action plan.

i attract children to the opening of new knowledge. We discuss together, for which you need this or that knowledge as it will come in handy in life.

we introduce children to those skills that will be useful to them in working with information - retelling, drawing up a plan, methods of effective memorization, introduces different sources used to search for information. In the course of training activities, the memory and thinking of children is developing.

i am building communication with children from the position of cooperation; I show how to distribute roles and duties, working in the team. At the same time, I try to include everyone in the educational process, as well as encourage educational cooperation between students, students and teacher. In joint activities, students are formed by universal values.

i teach children to techniques in groups, children together with the teacher investigate how to come to a single solution in the groups in groups, analyze the training conflicts and are together the way to solve them.

i do not compare children among themselves, but show the achievements of the child compared to his yesterday's achievements

i teach in different ways to express your thoughts, the art of dispute, defending our opinions, respect for the opinions of others.

i show and explain why this or that marker was set, learning children to evaluate the work on the criteria and choose the criteria to evaluate.

together with the disciples, we decide emerging educational problems. Pupils are given the opportunity to independently choose tasks from the proposed.

i teach children to plan your work and your leisure.

The formation of URU in the educational process is carried out in the context of different learning items.

Everyone academic subject Depending on its content and methods of organizing educational activities, students discloses certain opportunities for the formation of certain URU. For example:

At the lesson of literary reading and native literary reading, all types of UUD are being created with the priority of the development of the value-semantic session and communication. The subject ensures the development of ideological moral content fiction, the development of aesthetic perception, tracking and disclosure of the moral values \u200b\u200bof the actions of the heroes of literary works. (sense-forming through the tracking of the hero and the orientation in the system of personal meanings, self-determination and self-knowledge based on comparing itself with literary heroes, the foundations of civil identity, aesthetic values, the ability to establish causal relationships, the ability to build a plan)

Mathematics is the basis of development among students of cognitive actions, planning, systematization and structuring, modeling, formation of systemic thinking, the production of computational skills, forming tasks solutions.

In the lesson of the Russian language and the native (Tuvinian) language, cognitive, communicative and regulatory actions are more formed. The formation of logical actions of analysis, comparisons, establishing links, orientation in the structure of the language and assimilation of the rules, modeling.

Takes and tasks used to form a Wood.

Personal Wood:

1. Psychophysical training, emotional attitude to lesson

I am glad to see your faces again, your eyes. And I think that today's lesson will bring us all the joy of communication with each other. Successes to you and good luck! What mood you start a lesson? "Sign up" to me, please. (Children raise the card - "mood" in the form of an emoticon)

2. Corn poems, giving a positive attitude to the lesson.

3. The initial classes are very familiar to the competition, so at the stage of self-determination it is possible to agree that for each true task of the student gets some kind of symbol, sign

4. In reading lessons, students express their attitude to the read.

I felt)
I see) …
I smiled (А) ...
I have remembered) …
I became sad ...
I would continue (a) written so ...
If I were (as) in a similar situation, I would act (a) so ...
Regulatory Wood.

1. When declaring the lesson, the objectives of the teacher's task is to summarize children to independent setting of tasks, while students should clearly understand the borders. So, to teach children to go targets, formulating the topic of the lesson, it is possible through the introduction of a problem dialogue into a lesson, it is necessary to create a problem situation for determining students' borders - ignorance. For example, in the lesson of the Russian language on the topic "separating soft sign" is proposed to enter the words "Tanya ... (Poland) flowers missed the words" Tanya ... (Poland). We accomplished ... (flight) by plane. " Having passed on the class and reviewing the entries in the notebooks, I write out the options for writing words (of course, among them there are both faithful and incorrect). After reading the children written, I ask questions: "The task was one? ("One") And what are the results? ("Different") What do you think, why? " We conclude that because of the fact that I don't know something yet, and then - do not all know about writing words with a soft sign, about his role in words. "What is the purpose of our work at the lesson?" - I appeal to children ("Learn more about soft sign"). I continue: "Why do we need it?" ("To write words correctly"). So through the creation of a problem situation and maintaining a problem dialogue, students formulated the topic and purpose of the lesson.

2. Education to evaluate oral answers is also advisable to start from the first class. So, I suggest the guys to express your opinion about the poem told by the poems or read the criteria for the criteria (loudly - quietly, with stuffing - without a mark, expressively - no, I liked it - no). At the same time, it is necessary to clarify the guys that when evaluating the answers of classmates, it is necessary, first of all, to celebrate positive, but about the shortcomings to speak from the position of wishes. As a result of the organization of such activities, children teach carefully to listen to the speaker, objectively assess his response.

3. With the self-assessment of students, the scaling method will apply. After solving the training task, it is proposed to draw the scale on the fields and evaluate itself on any other criteria using a special icon, for example, the same cross, according to certain criteria: accuracy, correctness, effort, difficulty. After checking the same work I do myself. If I agree with the opinion of the student, then I buck the cross in a red circle. If I do not agree, I put my mark.

4. The form of work is also used as a mutual work. An indispensable condition for the organization of such work should be agreed in advance norms and criteria for estimation. For the guys, it is not difficult to objectively assess, for example, an arithmetic or vocabulary dictation of a classmate.

5. The stage of reflection in the lesson with its correct organization contributes to the formation of the ability to analyze activities in the lesson (his, classmate, class). At the end of the lesson, students respond to questions (the subject of the lesson, activities determine the content of the issues), after which they are noted in the feedback sheets with a color circle about their work in the lesson: Green color - "In the lesson I was everything clear. I coped with all the tasks alone. " Yellow - "In the lesson, I almost everything was understandable. Not everything did immediately, but I still coped with the tasks. " Red color - "Help! I am not clear to me! I need help! "

Cognitive Wood:

1. Labor learning.

For example, in the lesson of the surrounding world in the first grade on the topic "Who are birds?" We can create the following problem situation:

Name the distinguishing sign of birds. (These are animals that can fly.)

Look at the slide. What animals did you find out? (Bat, butterfly, sparrow, chicken.)

What is common in these animals? (Could fly.)

Can they be attributed to one group? (Not.)

The ability to fly will be a distinctive feature of birds?

What did you assume? And what really happens? What question arises? (What is the distinctive feature of birds?)

It is proposed to make a suggestion to the disciples, try to answer the problematic question yourself, and then check or clarify the answer on the textbook. A contradiction situation is created between the famous and unknown. At the same time, the knowledge required to study the new material is repeated. The teacher needs to teach children to observe, compare, draw conclusions, and this, in turn, contributes to summing up students to the ability to independently obtain knowledge, and not get them in a finished form.

When performing individual tasks, you can also create problem situations.

2. Project training is the development of ideas of problem learning. Characteristic feature Project technology is the availability of a significant social or personal problem of the student, which requires integrated knowledge, research finding solutions, project activities. The role of the teacher is the role of the curator, advisor, mentor, but not the performer.

The purpose of project training: master the common skills and skills in the process of creative independent work, as well as develop social consciousness.

Creative projects and small research children prepare for all lessons.

3. Pedagogical games

The value of the game in the lessons is difficult to overestimate. There is a horizon of a child, intelligence. The game makes it possible to switch from one type of activity to another and thereby take fatigue, fatigue. Games in their content, form of organization, rules and performance contribute to the formation of skills to analyze, compare, compare. This affects the development of attention, observation, memory, spatial representations, imagination.

For example, didactic game "Remove is too much." (Work in groups)
Purpose of the game: Create conditions for fastening the composition of the word, to learn to see the word different from the rest in its composition.
"Three trains arrived at the station. Each train consists of four wagons. When the wagons attached to the train, made a mistake by attaching an extra car that is not suitable for this composition (three trains appear on the board). You guys, you need to find this extra car. Make it will help you with words written on every car.
Prompt. Extra words differ from other words written on the wagons, in their composition. Each group gets its train, before making a decision, discuss it with your next, define a person who will express a common opinion.
Train number 1.run, swim, law, launch.
Train number 2.kettle, coffee pot, milkman, broom.
Train number 3.see, win, think, sink.
Each row was proposed to remove the extra car from his train. Thus, students were divided into three teams. The task of students was to find a word that is superfluous among all others. To do this, they needed to remember the composition of the word, to disassemble every word in composition, then comparing the composition of all words, find the unnecessary word that differs from the rest of the composition. At schoolchildren, the ability to prove its point of view, to confirm its conclusions obtained in the team discussion in the team. In the process of the game, knowledge is absorbed significantly better, and their fixing is much more productive.

4. Mathematics lessons I use support schemes for solving different species Tasks. Such schemes are good to use when compiling a brief record. Depending on the condition of the problem, it is modified by the student himself. Using data schemes brings results.

5. In the lessons of the Russian language, we widely use various symbols, schemes, tables, algorithms.

For example, we have a table in which all studied spears are encrypted.

Communicative Wood:

1. Work in pairs or groups is the form of organization of students in the lesson, which is necessary in order to train cooperation. With this form of work:
- Cognitive activity and creative independence
students;
- increases class cohesion;
- the student more accurately estimates its capabilities;
- Children acquire the skills necessary for life in society: responsibility, tact and so on;
- The ability to solve conflict situations, the ability to listen to the interlocutor, the ability to emotionally empathize, the ability to work in the group.
Group support causes a sense of security, and even the most striking and disturbing children overcome fear.

2. In the process of studying educational disciplines, speech skills are formed: children learn to express judgments using terms and concepts, formulate questions and answers in the course of the tasks, evidence of loyalty or infidelity of the accomplished action justify the stages of solving the learning task.

3. Speech exercises "Come up with the continuation of the text"

4. Creative retells of text on behalf of different characters.

5. Exercise"We repeat with the control." This task is aimed at developing abilities in children to ask questions to make the necessary information from the partner on activities. Pupils make lists of control issues to the whole topic studied. Then some students ask their questions, others respond to them, students can in pairs to each other's questions.
This is only a small part of the ads and methods of working on a Wood, which apply in the lessons. If the described type of work applies, for example, to a group of regulatory, this does not mean that other types of Wood are not formed here. I want to emphasize that they are closely interrelated and the formation of all judo occurs at all stages of the lesson.

Study levels of formation Wood.

In the course of the project, I tracked the results of the Wood formation. The monitoring results make it possible to obtain objective information about the status and dynamics of the formation of universal training actions in younger students.

From grade 1, the Wood formation is monitored to the following methods:

Personal Wood - Questionnaire to assess the level of school motivation of Luskanova.Purpose: detection of motivational preferences in training activities. Questionnaire "What is good and what is bad."goal : Identify the moral representations of students.

Regulatory Wood - Methods "Test of simple orders."Purpose: determinethe level of orientation to the specified system of requirements, the ability to consciously control their actions.

Cognitive UUD - Methods "Study of verbal and logical thinking of younger students."Purpose: detection of the level of development of verbal and logical thinking.

Communicative Wood - Mittens Methods.Purpose: To identify the formation of communicative actions in coordinating efforts in the process of organizing and implementing cooperation.

The results of the monitoring conducted in 2010 (pilot 1A class)

Table 1.

Fi student

Personal

Regulatory

tet

Know

telous

Communi.

caital

Motivation

Morals. Immediately.

Bichish N.

1Urov

middle

low

tall

tall

Dongak A.

3Un.

middle

low

low

tall

Dongak M.

3Un.

tall

middle

tall

middle

Kuular O.

1Urov

tall

tall

middle

tall

Kuular D.

2Un.

tall

middle

middle

middle

Lopsan-S.V.

1Urov

tall

tall

tall

tall

Mongush A.

4Un.

middle

middle

middle

middle

MONGUSH C.

3Un.

middle

tall

tall

tall

Mongush A-h

2Un.

middle

middle

middle

tall

Ouzzhak B.

2Un.

tall

middle

middle

tall

Ouzzhak B.

3Un.

middle

low

low

middle

Onar ch-d

3Un.

middle

middle

tall

middle

Sarygar M.

3Un.

middle

middle

middle

middle

Sat M.

3Un.

tall

middle

low

tall

Sat Denis.

1Urov

middle

middle

middle

middle

Sat Doresu

1Urov

tall

low

low

tall

Tumat S.

2Un.

tall

tall

tall

middle

Tyugush S.

4 level

middle

low

low

middle

Khovalyg I.

1Urov

tall

tall

tall

tall

Khovalyg A.

2Un.

tall

tall

tall

low

Chimit-D.A.

1Urov

middle

low

middle

tall

% on average in class

I -33%

II -23%

III -33%

IV -9,5%

V --

In - 47.6%

C - 52.4%

N - -

In - 28.8%

C - 43%

N - 28.8%

In - 38%

C - 38%

N - 24%

In - 52.3%

C - 43%

N -4.8%

This table makes it clear that in the initial stage, given the regulatory rates of age, Communicative Woods are well formed. In two students at a low level, regulatory and informative Wood are formed, and one is very low motivation and communicative Wood. Wood students are formed mainly at the average level. Thus, it can be concluded that most students of the Wood class are still in the formation stage. Monitoring data made it possible to allocate individual problem areas for each student and became the basis for making adjustments to the construction of the educational process.

The results of the monitoring conducted in 2014 (4a class)

Table 2.

Fi student

Personal

Regulatory

tet

Know

telous

Communi.

caital

Motivation

Morals. Immediately.

Bichish N.

1Urov

tall

middle

tall

tall

Dongak A.

2Un.

middle

low

low

tall

Dongak M.

2Un.

tall

middle

middle

tall

Kuular O.

1Urov

tall

tall

tall

tall

Kuular D.

2Un.

tall

tall

middle

tall

Lopsan-S.V.

1Urov

tall

tall

tall

tall

Mongush A.

3Un.

tall

middle

middle

tall

MONGUSH C.

2Un.

middle

tall

tall

tall

Mongush A-h

2Un.

middle

middle

middle

tall

Ouzzhak B.

2Un.

tall

middle

tall

tall

Ouzzhak B.

2Un.

middle

middle

middle

middle

12

Onar ch-d

2Un.

middle

middle

tall

tall

13

Sat M.

1Urov

middle

tall

middle

tall

14

Sat Denis

1Urov

tall

middle

middle

tall

15

Sat Doresu

1Urov

tall

middle

middle

tall

16

Tumat S.

1Urov

tall

tall

tall

middle

17

Tyugush S.

3Un.

middle

middle

middle

middle

18

Khovalyg I.

1Urov

tall

tall

tall

tall

19

Khovalyg A.

1Urov

tall

tall

tall

middle

20

Chimit-D.A.

1Urov

tall

tall

tall

tall

% on average in class

I -50%

II -40%

III -10%

IV --

V --

In - 70%

C - 30%

N - -

In - 45%

C - 50%

N - 5%

In - 50%

C - 45%

N - 5%

In - 80%

C - 20%

N -

From the table, the promotion of individual students is visible, it also makes it possible to build individual work with some children on the development of concrete Wood.

Dynamics of URU development is well traced in diagrams:

Dynamics of Personal Wood

Studying motivation

Dynamics of formation of moral representations.

Dynamics of Regulatory Wood

The dynamics of the formation of cognitive Wood

Dynamics of Communicative Wood formation

Monitoring results tracking shows a positive trend in the development of all types of Wood. Most children have freedom of communication, the desire to create, not stop there. Consequently, the use of educational technologies of activity type, modern methods and techniques contributes to the development of universal educational actions

Works on an innovative project:

Students have a positive dynamics of Wood development (personal, educational, regulatory and communicative), allowing students to independently organize their own activities to solve problems and problems, readiness for self-improvement and self-development.

Students can independently analyze and control their work at the lesson, to draw up a work plan, based on the purposes and objectives of the lesson.

The students independently determine the objectives and objectives of the lesson, in case of difficulty, I come to help them, but only in order to direct their actions.

The ability to work in pairs and groups is developing:
- Students learn to take into account the position of the interlocutor;
- try to organize and cooperate with the teacher and members of the group.

Children can use iconic symbolic money.

Most students can express their inner position, attitudes towards acts and actions.

Improving the quality of teaching items.

A methodological piggy bank of materials with theoretical and practical material will be replenished during further work.

Literature:

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9. Sidenko E. A. Universal learning activities: from the term to the essence // Experiment and innovation at school. - 2010. - № 3.

11. Fedosova N.A. "Primary school on the threshold of approbation of federal state educational standards of the second generation." Newspaper "Primary School Management" October 2008.

12. Formation of universal educational actions in the main school: from the action to thought. Task System: Manual for Teacher / [A.G. Asmolov, G.V. Burumen, I.A. Volodarskaya et al.]; Ed. A.G. Asmolov. - M.: Enlightenment, 2010

Project activities as a means of forming a Wood

Primary school teacher

Shercheny A.V.

The school is changing rapidly today, trying to keep up with the times. The main change in society affecting the situation in education is to accelerate the pace of development. Therefore, today it is important not so much to give a child as many specific objective knowledge and skills as part of individual disciplines, but to arm it with such universal methods of actions that will help him develop and self-improvement in a continuous changing society. It is about this that we are talking to GEF NOO. "Forming the basics of ability to learn and the ability to organize its activities is the ability to take, maintain goals and follow them in training activities, plan their activities, to monitor and evaluate, interact with the teacher and peers in the educational process."

The changes occurring in modern society require an accelerated improvement of educational space. The development of the personality in the education system is provided primarily through the formation of universal training actions (Wood), which are the invariant basis of the educational and educational process. Today there is a problem of searching for innovative methods and forms of training that will help not so much to give a child as many specific objectives and skills as part of individual disciplines, how much to arm it with such universal methods that will help him develop and self-improvement in a continuous changing society. The leading place among such methods found in the arsenal of world and domestic pedagogical practice is owned today the method of projects. Project activity plays an important role in the formation of regulatory Wood: in determining the goals of activities, drawing up an action plan to achieve a creative result; in work on a composed plan with a comparison of the resulting result with the initial intent; In understanding the causes of emerging difficulties and the search for ways to exit the situation. The method of projects is based on the development of cognitive interests of students, the abilities independently design their knowledge and navigate the information space, to exercise competence in matters related to the project, develop critical thinking. This method is always focused on independent activity of students - individual, pair or group, which students are performed for a certain period of time. The results of the completed projects should be what is called "tangible", that is, if a theoretical problem, its specific solution, if the practical is a specific result, ready to be introduced.

When forming a cognitive Wood, younger schoolchildren have an opportunity to: assume what information is needed; select the necessary dictionaries, encyclopedias, reference books, electronic disks; Compare and select information obtained from various sources (dictionaries, encyclopedias, reference books, electronic disks, Internet network). The advantage of the project is that the lesson is limited to the temporary framework "is leaving" into extracurricular activities and unites almost all lessons: the world around the world, Russian language, literary reading, visual art, computer science and technology lessons. The project tasks play a special role in the formation of educational cooperation in small groups. Interacting in the group, children understand that in order to achieve a common goal, all participants need to be negotiated, to develop a common strategy for solving the problem, distribute duties, carry out mutual assistance in the process of solving the problem. Thus, the solution of design tasks contributes to the education of the sense of responsibility, the formation of the skills to communicate, negative, relate to peers.

"A man is born for thought and actions," said the ancient wise men. Student project activities - a sphere where the union is needed between knowledge and skills, theory and practice. Therefore, schoolchildren are included in the project activities gradually, starting from the first class, because even a first-grader can carry out independent project activities. At the beginning - available creative tasks, and already in 3-4 classes, students with great interest are performed by rather complex projects. The first step in the use of project activities in elementary school is the creation of a training community, i.e. Groups of children who can organize for joint work, unbearable for each individual participant in general work. The task of the teacher in the formation of such a community is to create conditions so that the joint work of children becomes possible.

Group work allows children and teacher:

Organize an effectively educational process;

Gain experience of the implementation of the most important functions that make up the basis of the ability to learn (control and evaluation, goaling and planning);

Use additional means of involving children in the content of training;

It is organically combined in the lesson "Training" and "Education", at the same time build personal-emotional and business relations of children, and as a result, the formation of personal, regulatory, communicative, cognitive universal educational actions.

The second step is to develop rules of work in groups.

Rules of work in groups:

Before working, agree who will do what;

We do not say everything at once;

We look at the speaker;

We do not argue in vain, but we prove, explain;

If you criticize - offer your own option;

We try to understand each other.

Consider the main stages of the project and relate them to the Wood formable.

1. Immersion in the project. Formulation Project Problem. Setting goals and objectives.

Regulatory actions - goal.

Cognitive actions - independent allocation and formulation of a cognitive goal, problems; independent creation Activity algorithms in solving problems of creative and search nature.

2. Organization of activities. Organization of working groups. Determining the role of everyone in the group. Planning joint and individual activities to solve project tasks. Determination of possible forms of presentation of the project product.

Regulatory actions - planning and forecasting.

Cognitive actions - search and selection of necessary information; application of information retrieval methods, including using computer tools; Reflection of methods and conditions of action.

Communicative actions - educational cooperation planning with teacher and peers - determining the purpose, functions of participants, methods of interaction; Setting issues - Initiative cooperation in the search and collection of information.

3. Implementation of project activities. Active and independent work of students. Registration of the results obtained.

Regulatory actions - self-regulation and evaluation, control and correction.

Cognitive actions - structuring knowledge; control and evaluation of the process and performance; modeling.

Communicative actions - skill with sufficient completeness and accuracy to express their thoughts in accordance with the tasks and conditions of communication. 4. Presentation of results.

Cognitive actions - conscious and arbitrary construction of speech statement in oral and writing.

Communicative actions-ownership of monologic and dialogic forms of speech.

Project method clearly focused on a real practical result. During work, new relations between students are being built, as well as between the teacher and students. Their educational horizon is expanding, persistent cognitive interest is increasing. Work on the project helps students to express themselves from the most unexpected side. They have the opportunity to show their organizational abilities, hidden talents, as well as the ability to independently produce knowledge, which is very significant for the organization of the training process in modern school. Project activities undoubtedly helps to form universal learning actions. And our task is to make every effort to create favorable conditions in the implementation of various kinds of projects.

List of references

1. Asmolov, A.G. How to design universal training actions in elementary school: from the action to thought: a teacher's allowance / under. ed. A.G. Asmolov. - M.: Enlightenment, 2010. -152 p.

2. Bychkov, A.V. Project method in modern school / A.V. Bulls. - M., 2000. - 84 p.

3. Golly, B. Fundamentals of the project's project activity. Methodical recommendations / G. B. Blue. - M.: Fedorov, 2006. - C.102-104. 4. Project tasks in elementary school / ed. A.B. Vorontsova. - M.: Enlightenment, 2010. - 67 p.

5. Sergeev, I.S. How to organize project activities for students / I.S. Sergeev. - M., 2005.

6. Federal State Educational Standard of Primary General Education / Ministry of Education and Science of the Russian Federation. - M.: Enlightenment, 2010

Sections: Primary School , Common goodsAgological technologies

The introduction of the Federal State Educational Standard of Primary General Education (GEF NOO) requires updating the content of education and the development of new forms of the organization of the educational process. At the same time, the role of the teacher is fundamentally changed - it becomes an accomplice of the educational process, consultant, assistant, organizer of cognitive activities of children. In this regard, the words V.A. Sukhomlinsky. He said that the best teacher is the one who forgets he is a teacher. The role of the student is changing - it is included in active cognitive activity. Together with the teacher, the goals of his activity plans it, actively works with different sources of information, independently draws conclusions, analyzes the process and results of its activities.

In the conditions of transition to new educational standards, interactive learning methods are performed on the first place, one of which is the project method. Chinese wisdom says: "Tell me - and I will forget. Show me - and I will remember. Involve me - and I will learn. " It is the method of projects that allows you to organize a learning process in such a way that almost all students turn out to be involved in the active process of knowledge. It is not by chance that the project activities are proclaimed as a basic educational technology.

The importance of project activity is due to the fact that the most important task of the modern system of education is the formation of a Wood, which is achieved by conscious, active assigning social experience students. As practice shows, the design activities of children organized in the lessons and in extracurricular time, contributes to the achievement of personal, subject and meta-delicent results.

The result of the project activity of students is the product made by the efforts of children. Children rejoice in their own success, see the importance of their activities. This contributes to an increase in the motivation of students to the educational process. In addition, in the process of project activities, creativity and fantasy of the child develops, an active life position is formed, the integration of the educational process is carried out.

Working on the system of textbooks "School of Russia", actively use the project activities of younger schoolchildren in the lessons and in extracurricular time. A special place is occupied by the organization of project activities in the lessons of the surrounding world. Working on projects, students get acquainted with the diversity of the surrounding world, receive ideas about his device, about how to get knowledge about it, learn to independently produce information, systematize and generalize it; Responsibility for their activities, respectful and equal interaction with partners is formed. Examples of lessons at which the project activities are carried out are the following: "Take the protection", "my red book", "professions of our parents", "of the city of Russia", "the pedigree of my family", "beautiful, beautiful, native land" .

One of the types of projects is a creative project. To implement creative projects, we use the lessons of literary reading. Topics of projects that can be implemented in elementary school when studying the course "Literary reading" in the second grade: "Dictionary of polite words", "Baby-baby", "My favorite children's magazine", "What can tell the library", "My first Poems about your favorite holiday "," Encyclopedia of animals of our region. " As a result of project activities in literary reading lessons, the work of children is stimulated, their independence, the principle of cooperation between children and adults is being implemented.

Examples of projects implemented in mathematics lessons in elementary school are the following: "Patterns on the dishes", "mathematical fairy tale", "secrets of numbers".

In the lessons of the Russian language in the process of organizing group work, the following projects were implemented: "The proverb is not whatever", "the alphabet in the life of a person", "a dictionary of polite words".

Carrying out extracurricular activities in the conditions of introducing GEF NOO, we organize research activities of younger students in the framework of the creative association of students "I - Researcher". In class of creative association, students are included in research projects. Examples of such projects are the following: "I am a researcher", "My first book", "the proverb is no wonder", "our collections", "secrets of numbers", "calcium value in a person's life", "soap bubbles" and others.

So, as practice shows, the organization of project activities of younger students contributes to the formation of universal training actions of younger students.

In the field of Personal Wood:

• development of cognitive interests, training motives;
• formation of self-esteem;
• development of benevolence, confidence and attention to people, willingness to cooperate.

In the field of regulatory Wood:

• the ability in collaboration with the teacher to determine the goals of activity, put new educational tasks;
• drawing up a work plan and following him to achieve the goal;
• comparison of the resulting result with the initial intent;
• understanding the causes of emerging difficulties and search for ways to exit the situation;
• evaluation of the information received to test the hypothesis, an answer to the problematic question.

In the field of informative Wood:

• the ability to independently allocate and formulate the problem, set a goal;
• the ability to put forward hypothesis and justify them;
• suggest which information is needed;
• select the necessary dictionaries, encyclopedias, reference books, electronic disks;
• compare and select information obtained from various sources (dictionaries, encyclopedias, reference books, electronic disks, Internet network).
• compare, summarize, draw conclusions.

In the field of communicative Wood:

• the ability to work in the group;
• the ability to listen to the interlocutor and join the dialogue with him;
• ability to participate in the collective discussion;
• the ability to ask questions;
• ability to express thoughts.

Project activities organized in the lessons and after school hours, contributes to the transformation of the learning process in the process of self-study, allows each student to see itself as a person capable and competent. The design method of training in combination with traditional is an effective element in organizing independent work of students, allows each child to become an active participant in the process of knowledge and transformation of the surrounding reality.

So, organizing the project activities of younger schoolchildren, we are convinced of the rightness of words V.P. Vakhterova: "It is not formed by the one who knows a lot, but the one who wants to know a lot and who knows how to extract these knowledge."

Wood formation through project activities.

Speech on pedsovet

17.11.2014

Primary school teacher

Pushkova Tatyana Rafailovna

Maou School number 1

Over the past 4 years, in society, ideas about the purpose of education and the methods of its implementation have changed radically. In a modern sense, the school should focus not only on the transfer of knowledge, skills and skills to schoolchildren, but also to form universal learning actions for skillful use and application in any life situation.

Allocate 4 types of universal training actions:

1. Communicative;

2. Regulatory;

3. Cognitive;

4. Personal.

Universal learning actions - These are generalized actions, opening the possibility of a wide orientation of students, both in various subject areas and in the structure of the educational activity itself. In the broad sense of the word "universal learning actions" meanself-development and self-improvement By conscious and activeassigning newsocial experience.

In accordance with the educational standards of the second generation, the learning process should be built as the process of "opening" by each schoolboy of a particular knowledge. The student does not accept it in the finished form, and the activity in the lesson is organized so that it requires effort, reflections, search. The schoolboy has the right to make a mistake, on a collective discussion of the hypotheses put forward by evidence, analysis of the causes of errors and inaccuracies and their correction.

One of effective methods The formation of UUD is a project method of training, which involves a high degree of independence, students' initiative, forms the development of social skills of schoolchildren in the process of group interactions.

Project activities for primary school students are a very complex and requiring special training. To teach children to this type of activity, I use the project method in my lessons. Such lessons with respect to the subject matter are, usually generalizing. Children already have a sufficient stock of knowledge and skills, you only need to correctly distribute activities and take advantage of these knowledge in a specific situation. The result of such activities is always a product produced by students's efforts. Children rejoice in their own success, see the significance of the work done. This affects the increase in the interest of students to the learning process.

In this regard, the organization of group work of students is a special teacher's pedagogical task. Work in groups I started with the development of basic rules. We came to the conclusion that it should be achieved:

Full attention to classmate;

Serious attitude to thoughts, feelings of others;

Tolerance, friendliness:

No one has the right to laugh at the Comrade mistakes, since each has "the right to error."

All children actively participated in the discussion of these rules. In the process of performing this task, students have formed universal training actions in personal areas (basic values: patience, good, mastering the role of a schoolchildren, the formation of interest in teaching), communicative areas (participation in dialogue), cognitive areas (answered Teacher's questions), Regulatory spheres (work on the instructions that they themselves have developed)

From the first minute of the lesson, students are included in the organization of their training activities (regulatory UUD). These include:

goaling, formulation of a learning task. (What would you like to get our lesson? What qualities need to be shown to get such a lesson?) Further, students attending rebuses or riddles, with the help of various tasks independently form a lesson.

When repetition of the studied material is placed in front of students new problem (Communicative Wood form). All groups need to choose loyal statements, after which they should answer the questions supplied by the teacher.

Working in groups, schoolchildren put forward hypothesis (what happens if we do not eat vitamins? What seasonal vitamins can be used? What will happen if we do not lead healthy image life?). Students seizes not only by common cooperative actions (set a goal, work with information, model the situation), as well as logical operations (analysis, synthesis, comparison, classification, proof, hypotheses, etc.). Children seem to be transformed into small scientists, facing the task to independently assemble the necessary information, conclude, as well as to estimate its own result.

It is important to note such a regulatory universal academic action asreflection. Reflection by students of his actions involves the awareness of all components of educational activities.

Consider the main stages of the project and relate them to the Wood formable.

1. Immersion in the project. Formulation Project Problem. Setting goals and objectives.

Regulatory actions - goal.

Cognitive actions - independent allocation and formulation of a cognitive goal, problems; Independent creation of activity algorithms in solving problems of creative and search nature.

2. Organization of activities. Organization of working groups. Determining the role of everyone in the group. Planning joint and individual activities to solve project tasks. Determination of possible forms of presentation of the project product.

Regulatory actions - planning and forecasting.

Cognitive actions - search and selection of necessary information; application of information retrieval methods, including using computer tools; Reflection of methods and conditions of action.

Communicative actions - educational cooperation planning with teacher and peers - determining the purpose, functions of participants, methods of interaction; Setting issues - Initiative cooperation in the search and collection of information.

3. The presentation of project activities. Active and independent work of students. Registration of the results obtained.

Regulatory actions - self-regulation and evaluation, control and correction.

Cognitive actions - structuring knowledge; control and evaluation of the process and performance; modeling.

Communicative actions - skill with sufficient completeness and accuracy to express their thoughts in accordance with the tasks and conditions of communication.

4. Presentation of results.

Cognitive actions - conscious and arbitrary construction of speech statement in oral and writing.

Communicative actions - possession of monologic and dialogic forms of speech.

The role of project activities in the formation of universal training actions:

Types of projects

Wood

Performance of activity

Creative

Regulatory

metaPermet

– determination of objectives of activity, drawing up an action plan to achieve a creative result,

– work according to the plan compiled with a comparison of the resulting result with the initial intent

– understanding the causes of emerging difficulties and search for ways to exit the situation.

Information

Cognitive

– suggest which information is needed

– select the necessary dictionaries, encyclopedia, reference books, electronic disks,

– compare and select information obtained from various sources: dictionaries, encyclopedias, reference books, electronic disks, Internet.

Collective

Communicative

– organize interaction in the group (distribute the roles, negotiate with each other, etc.),

– anticipate (predict) the consequences of collective decisions,

– make up their thoughts in oral and written speech taking into account their educational and life speech situations, including using ICT funds,

– if necessary, defend your point of view, arguing it. Learn to confirm the arguments by the facts.

Cultural and historical subjects

Personal

formation of self-determination of schoolchildren as citizens of Russia.

In the process project work Responsibility for training is assigned to the student itself. The most important thing is that the child itself determines the topic of the project, its content, in what form and how his presentation will pass. Work on the project is conducted in stages. At each stage, certain tasks are solved, students and teachers are planned. The final stage of the work is to protect the project, where the results of the activity occurs. Project work - Creative Case.

Project activities in school is impossible without the organizational and cultural position of the teacher. The teacher becomes the organizer of the cognitive activity of his students, a consultant and assistant. On the part of the student, such activities leads to an increase in the doctrine's motivation, on the part of the teacher makes it possible to carry out an individual approach to the child.

In addition, the student, performing own project, solving any practical, research task, is included in real activities, mastering new knowledge.

This type of work helps to solve the following tasks:

employment of children in extracurricular time;

development of interest in creative and research work;

push up work skills with various kinds of information and

different sources of obtaining it.

Special attention It must be paid to the fact that students when searching for information actively cooperate with parents, senior brothers and sisters, involving them in the work.