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Means of formation of cognitive uud at younger schoolchildren. The development of cognitive universal educational activities among younger students in the Russian language lessons

14.04.2019

The most important task of an elementary school is the formation of universal educational activities that provide younger students with the ability to learn, the ability to self-development and self-improvement. All this is achieved through the conscious, active assignment by students of social experience. At the same time, knowledge and skills are considered as derived from the respective types of targeted actions, that is, they are formed, applied and maintained in close connection with the active actions of the students themselves. The quality of learning is determined by the diversity and nature of the types of universal actions.

Although multi-generation studies indicate a positive impact on life with grandparents, they tend to focus on the structure of the household, rather than on stable grandparents, as determinants of children's results. As a result, this amount of literature does not disclose the degree of multi-generation social mobility.

Since divorce and remarriage is very rare in rural China, the parents of the head and the spouse are in most cases a complete set of the couple’s grandparents. The first two samples cover households living in their places of registration, while the last sample represents families that are registered in rural areas, but they are still living in urban areas. We limit the analysis to a rural sample, because there are very few impressive grandparents in the sample of migrants who do not have much importance in the sample of schools, and that there are very few grandfathers in the sample.

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Formation of cognitive universal educational actions for younger schoolchildren in the context of the implementation of the GEF of the NOO

E.N. Zapashchikova,

primary school teacher,

MOU "Kaslinskaya secondary school № 27"

We limit the analysis to those who lived with both parents in a family headed by a parent, because for this group only complete education data were collected for all four grandparents. More than 90% of the children in the rural sample lived in such an arrangement. The rest of the children mostly lived in a family headed by a grandfather or grandmother, or lived with single parents.

About 30% of the sample does not have data on one or several grandparents. We left households with missing data for all four grandparents, but imputed missing data for cases 1 to 3 of grandparents. A total of five data sets were imputed using the average match prediction method, and the regression results were aggregated.

Successful training in elementary school is impossible without the formation of training skills among younger students, which make a significant contribution to the development of the student’s cognitive activity, since are general educational, i.e. do not depend on the specific content of the subject. Moreover, each academic subject in accordance with the specifics of the content takes its place in this process. For example, already at the first literacy lessons, the child is given educational tasks, first, together with the teacher, and then independently he explains the sequence of educational operations that he performs to solve them.

Our main goal is to assess the impact of school education on grandchildren’s education on grandchildren’s education by agreement. Given our attention to children, many of whom have not yet graduated from school, years of study will not be a suitable outcome variable. Instead, we model student dropouts using a survival analysis, considering children still in school as censored cases. The time variable here is the grade level, a discrete variable. The model is estimated from a man-period data set with assessment level indicators.

Currently, the use of technologies, techniques and methods that form the ability to independently acquire knowledge, gather the necessary information, put forward hypotheses, draw conclusions and conclusions is becoming increasingly relevant in the educational process. And this means that the modern student must have universal learning activities that ensure the ability to organize independent learning activities.

We start with a simple model to evaluate the overall effect of living with a grandparent when screening out. Here the variable is of interest. Each child has four grandparents, regardless of whether they were discovered or even known to the child. Grandparents can be divided into three mutually exclusive types: dead, non-cordial and living. Estimating the influence of life with grandparents, he does not distinguish between types of grandparents. The following model allows you to get the result of teaching children depending on the number of grandparents in each category.

In my pedagogical activity, I use a system-activity approach, i.e. A study aimed at solving problems of the project form of organization of training, in which the important is:

- the use of active forms of knowledge: observation, experience, educational dialogue;

–The creation of conditions for the development of reflection - the ability to realize and evaluate one’s thoughts and actions from the outside, to correlate the result of an activity with a goal, to determine one’s knowledge and ignorance.

In other words, the presence of a deceased grandfather and grandmother is an implicit reference category in assessing the impact of having an impressive grandfather and grandson and a grandfather and grandmother who does not have a sufficient basis for the probability of dropping out. Thus, key independent variables and covariates are all-time invariant. In particular, the measure of a life agreement was adopted during the interview and does not reflect the past experience of living together. For example, a deceased or non-executive grandfather may have lived with a selective grandson before the survey, while an impressive grandfather and grandmother may have lived separately in the past.

In the Russian language classes I continue to work on the formation of cognitive universal learning actions when reading texts. Full reading is a complex and multifaceted process, involving the solution of such cognitive and communicative tasks as understanding (general, complete and critical), searching for specific information, self-control, interpretation, commenting on the text.

Thus, the estimated effects of our analysis are on the conservative side. The interaction between status and education of grandparents changes the interpretation of β 1 and β 2. In models 2 and 3, β 1 and β 2 are the effects of having an impressive grandfather and grandfather and an insolvent grandfather, respectively, on the rejection of the deceased grandfather and grandmother. These estimated coefficients can be considered as “main effects”, since they do not depend on the educational level of the grandparents.

However, the interpretations of β 1 and β 2 change, since they now represent, respectively, the effect of having an impressive grandfather and grand-grandmother and grandfather, given that grandfather and grandmother have no school education. Secondary education of grandparents varies greatly by sex and birth cohort. For example, the average years of study are about 3 for grandparents and only 5 for grandparents.

In the course of learning to read, students master various types and types of reading that contribute to the formation of cognitive universal learning activities:

–Independent reading aimed at extracting basic information or highlighting the main content of the text;

–A reading reading, aimed at extracting, scooping up complete and accurate information with the subsequent interpretation of the text content;

We converted the years of study to a percentile score so that he would evaluate the relative education of the grandfather or parent in his or her same-sex ten-year birth cohort in the data. Each of them is a cumulative measure for 4 grandparents. Finally, in Model 7, they are measured as the raw tuition of three types of grandparents. To ensure comparability, parental education is coded in such a way that it is measured as percentile points in models 4-6 and as years of training in the model.

Table 1 compares the characteristics of households of two generations and three generations. The difference is small and not statistically significant. Compared to two-generation households, fathers in families of three generations have a higher level of education. However, they are also an average of 2 years on average, and their learning advantage disappears when education is measured relative to cohort births using the percentage indicator. While fathers in families with three generations may equally be serving as their colleagues in families with two generations, they are more likely to be farmers and less likely to be hired workers.

In the course of my work, I create pedagogical conditions for the formation of cognitive universal educational actions:

1. “Consistency” of cognitive activity with the emotional state of a child: in order for interest to emerge and be stable, I exercise “emotional support”.

2. For the emergence of a lively cognitive interest among younger schoolchildren in the process of learning activities, I use the experience that they already have, the knowledge they gained in the process of living in a spontaneous way (in the family, through the media, books, etc.). Indeed, the child’s own position (“I already know something about it”), the desire for independent activity (“I want it myself”), the desire to talk (“I think that ...”) play a special role in deepening cognitive interest, development of its breadth and sustainability.

There is no difference in maternal education or the distribution of the profession between the two types of households. The average years of studying mothers are a little over 6 years. Approximately 80% of mothers in this rural sample are farmers or housewives, 15% are manufactures and 5% are employees. Table 1 also shows the average years of study of grandparents, calculated from the full set of grandparents of children selected by sample. Grandparents in rural China have very little education. Grandma and Grandpa are about 3 for grandfathers and 5 for grandmothers.

3. I support any initiative, independence of the student, his striving for the individual choice of the task, the partner in activities, the way the task is performed.

4. The speech warm-ups in our lessons solve the following specific tasks:

a) teach children to listen to a question, answer it in accordance with the purpose of a statement, build their own question, addressed to different people - a teacher, other adults, peers, friends, strangers;

There are no significant differences between families with two generations and three generations, except that paternal grandmothers in families with two generations are somewhat better educated than households of three generations. households do not seem positive or negative in family resources.

The effects of grandparents upon a roll

Figure 1 shows the Kaplan-Meier estimates of aggregate dropout rates at each assessment level for children in families with two generations and three generations. In the early years of primary school, the level of alcohol consumption is relatively small, and the level of graduates is 96%. Ninety-seven percent of elementary school graduates continue to work in high school, but only 80% of those who study in junior high school graduates. For comparison, only 76% of high school graduates go to high school, and 89% of them graduates.

b) to form the skills and skills of participation in the dialogue;

c) to teach schoolchildren to play small scenes, the participants of which are both real (parents, friends, strangers) and imaginary heroes (animals, plants, objects), when fulfilling the role, take into account its features (mood, character, behavior, etc.) .

I include problem situations in Russian language lessons, which allow students together with a teacher to discover and formulate a learning problem, state their version, try to suggest a way to test it.

This figure shows differences in dropout rates by agreement: 81% and 57% of children living with grandparents complete middle secondary and secondary schools, compared with 76% and 51% of those who do not live with grandparents. Table 3 presents estimates of discrete dropout models. Models 1 and 2 test the main effect of life with grandparents using various parameterizations. The results show that having an impressive grandparents and grandparents reduces the risk of dropping out compared with a decrease in grandparents.

Evaluates the overall effect of the grandparents «education at retirement’. Although statistically significant, this effect is small. Please note that the coefficient of parental education, measured on the same scale, is more than 7 times higher than the coefficient of education of the grandfather and grandmother. For example, increasing the education of one parent from 0 percentile to 100 percentile reduces the risk of dropping out by 60%, and increasing the number of all four grandparents “education from 0 percent to 100 percent” will reduce the risk by only 40 percent.

I organized the stimulation of students' interest in studying a specific topic through a situational task, identifying the missing knowledge and skills for its implementation in the context of the topic being studied. The result of this was the self-determination of the student, based on the desire to master the educational material, on the awareness of the need to study it and to set a personally significant goal of the activity.

The main result of our study is shown below, which assesses the influence of the survival status of grandparents on the upbringing and care of children from among grandparents. In accordance with our expectations, while the education of unsecured and deceased grandparents practically does not affect the grandson dropout rate, the influence of impressive grandparents is quite large, in fact comparable in size to father and maternal education. These results show that grandparents can play an important role in educating their grandchildren if they live under the same roof.

In the course of the lessons of the Russian language (the theme “Language and Speech”; “Secondary members of the sentence. Definition”), cognitive universal learning activities are formed. This consists in teaching students to set the cognitive goal of the lesson, consciously and arbitrarily construct a speech statement in oral and written form.

In the process of the lesson, the formation of regulatory universal educational actions also took place. This was manifested by the self-regulation of the students; they showed the ability for volitional effort.

However, if the grandparents are well educated, multi-soil support becomes useful. For example, moving a grandparent with a percentile of 100 points to a grandchild's household would reduce the risk of dropouts by 43%. Recall that, according to our estimates, multi-generation software is associated with a decrease in the dropout risk by 19%.

This reduction of 19% is an average effect, the actual benefit of providing increases with the formation of a grandfather and grandmother. Table 4 presents the results of our sensitivity analysis using alternative training measures for grandparents. To save space, only education effects are displayed. As shown in the table, no matter how we combine grandparents with education - as a sum, average or max, percentile points or as a sum of years of study - the overall picture is replicated.

The formation of communicative universal educational activities during the lesson for all children occurred in different ways. Some felt the need to communicate with the teacher, shouting answers from the spot, asked to work at the blackboard. Other students listened attentively and entered into dialogue after the teacher asked a question or invited them to work at the blackboard.

The coefficient of sufficient education of grandparents is comparable to the education of parental education in size, whereas the formation of non-serial and deceased grandparents either does not matter or has a much smaller effect. In model 7, the coefficients of grandfather and grandmother and parents have significantly less education due to a change in the measurement scale. However, the same significant results are preserved.

We note that the various parametrization of the formation of grandparents in models 4–7 lead to different interpretations of the effect of self-interest. For example, under models 4 and 7, the educational outcome of a grandson depends on the total human capital of grandparents of each type. Based on our results, moving grandparents to a grandchild's household will always reduce the child's risk of garbage, adding to the human capital in the household. In accordance with model 5, moving a grandfather and grandmother with a small education to a grandchild's household can potentially increase a child’s risk if this step reduces the average human capital of grandparents in a household.

Formation of personal universal educational actions as well as communicative, for all children did not take place in the same way. Some students did not seek to gain knowledge; they worked in the lesson without much interest.

At the end of the lesson, an assessment of the results of their work in the classroom and the work of their comrades took place. Students liked the assessment process very much, they tried to objectively evaluate themselves and their comrades.

The universal nature of cognitive actions is manifested in the fact that they:

- are above-subject and metasubjective;

- underlie the organization and regulation of any activity of the student, regardless of its special subject content;

- provide the stages of mastering the educational content and the formation of the psychological abilities of the student;

- ensure the integrity of the general cultural, personal and cognitive development, self-development and self-improvement of the individual.

The integrative nature of the ability to self-development allows us to define the system of universal learning activities as a key competence that provides students with the ability to learn. The foundations of the formation of the “ability to learn” are laid during the period of the child’s primary schooling: the experience gained at this time predetermines the success of the students' learning throughout their subsequent life.

Russian as a school subject performs a special role, being not only an object of study, but also a means of teaching all school subjects. Not a single school problem can be solved if the student is poorly or not sufficiently fluent in Russian, since it is the mother tongue that is the basis for the formation and development of the thinking and intellectual abilities of the students; self-study skills.

The Russian language provides the formation of cognitive, communicative and regulatory actions. Working with the text opens up opportunities for the formation of logical actions of analysis, comparison, establishing causal relationships.

In particular, in our Russian language lessons I try to efficiently organize work on the formation and development of cognitive universal educational activities.

The ability to learn is a significant factor in improving the efficiency of students' mastering subject knowledge, including knowledge of the Russian language.

Bibliography:

1 . Antonova E.S. Methods of teaching Russian: (elementary school): textbook / E.S. Antonova, S.V. Bobrova. - M .: Academy, 2010. - 447s.

2. Asmolov A. G. How to design universal learning activities in elementary school: A manual for teachers. 5th edition. - M .: Education, 2014.

3.Osipova N.V. et al. Formation indicators of universal learning activities of students // Primary school management. - 2010. - № 10 - P. 15-22.

4. Soloveychik M.S. Russian language in primary school: Sat. methodical tasks. Part 1. Methods of development of speech of younger schoolchildren / M.S. Soloveitchik. - M .: Link-Press, 1994. - 80 p.

The article presents the experience of creating a system for the development of cognitive universal educational actions of younger schoolchildren in Russian language lessons in accordance with the requirements of the Federal State Educational Standard of the IEO.

The priority direction of new educational standards is to ensure the development of universal educational activities. In a broad sense, the term “universal learning activities” means the ability to learn, that is, the subject's ability for self-development and self-improvement through conscious and active appropriation of a new social experience.

The structure of the main types of universal educational actions can be divided into four blocks: 1) personal; 2) regulatory; 3) cognitive; 4) communicative. This article highlights the problems of development of cognitive DUA, which include: general educational, logical actions, are: the structure of general educational universal actions: self-isolation and the formation of a cognitive goal; search and selection of the necessary information; application of information retrieval methods, incl. using computer tools; knowledge structuring; conscious and arbitrary construction of speech statements in oral and written form; the choice of the most effective ways of solving problems depending on specific conditions; semantic reading as an understanding of the purpose of reading and the choice of the type of reading, depending on the purpose; extraction of the necessary information from the texts of various genres heard; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, publicistic and official business style; understanding and adequate assessment of the language of the media; problem statement, independent creation of algorithms for solving creative and search problems.

A special group of general educational universal actions is constituted by symbolic-symbolic actions: modeling - the transformation of an object from a sensual form into a model, where the essential characteristics of the object are highlighted (spatial-graphic or sign-symbolic); transformation of the model in order to identify general laws that define this subject area.

The structure of logical universal actions includes: analysis of objects in order to highlight signs (essential, non-essential); Synthesis - compilation of the whole of the parts, including self-completion with the completion of the missing components; selection of grounds and criteria for comparison, serialization, classification of objects; summarizing the concepts, deducing consequences; establishing causal relationships; building a logical chain of reasoning; evidence; making hypotheses and their justification.

Problem statement and solution implies: problem formation; independent creation of ways to solve problems of a creative and exploratory nature.

Currently, teaching in primary schools is conducted according to different teaching and methodical kits. And the mastery of the students of the ECM largely depends on which CMD they are studying. The educational complex “School 2100” and “School of Russia” in terms of the content of the subject “Russian language”, as well as the teaching methods, meets all the requirements of the concept of ULD development. When analyzing the content of Russian language textbooks, it can be noted that the internal structure of each paragraph of the textbook includes such elements, which to one degree or another are aimed at the formation of all UED groups. But the tasks and exercises that contribute to the effective development of learning activities and logical thinking techniques are most frequent. Therefore, it is necessary to use additional sources, for example: final diagnostic works on GEF, notebooks of creative works, notebooks of complex works, diagnostic works that represent great opportunities for the formation of cognitive ECD. The main thing is that the work was carried out in a system, in a spiral, from simple to complex. Special mention should be made of cognitive tasks of a creative nature. These tasks and techniques will make the learning process creative, joyful, get good learning results, constantly keep the attention of children, control discipline.

An example of such tasks is presented in the textbooks:

1. Bedenko M. Forming the skills of semantic reading. We realize metasubject results.

2. Razagatova N.A., Ushakova OB. Integrated subject diagnostic works.

3. Ponyatovskaya Yu.N., Sheykina S.A. .. Final complex works. Toolkit.

4. Yusanova E.V. Developmental tasks. Tests, games, exercises.

Exercises are used at the stage of declaring a lesson topic in order to train attention and create a positive motivation to learn a new topic.

“Make a word.”

Instruction teacher:

“In the words I’m calling, memorize the first letter. If you do everything right, you’ll get a word that has immediate meaning to the topic of the lesson. 1. Deaf - f, sonorous - ... 2. The penultimate letter in the word “wind”. 3. Behind the letter R. 4. Suffix in the word “river”. 5. The first letter of the alphabet.

"The fourth is superfluous."

Instruction teacher:

“In each row, three words are linked on certain grounds, and the fourth is different. Find it, justify the answer. "

1. Cow, bear, fox, hare.

2. Duremar, Malvina, Aibolit, Pierrot.

3. Deductible, diminished, amount, difference

4. Divisible, multiplier, divisor, private.

5. Product, sum, difference, summand, quotient.

This type of work can be used in Russian language lessons when introducing vocabulary or new words. Written with difficulty, they are much better remembered.

“Kakova”.

Instruction teacher:

“Children are offered an incorrectly solved problem: text with errors, incorrectly recorded information, a task, a sequence of actions is confused. Find all the errors. Explain your decision. ”

"Restoring deformed text."

Instruction teacher:

"Make a story from these sentences, write it down."

She collected thin twigs. Nastya was going home from school. In the school garden trees are cut. Soon the green leaves began to shine. At home, the girl put them in the water.

By repeating the material studied, interesting techniques help.

"Zamorochki of the barrel."

Instruction teacher:

“It can be a cardboard barrel, an ordinary glass jar in which there are leaflets with questions. Children get their hands and answer questions. It turns out both mysteriously, and unusually, and it is useful! ”

Matching a model with a picture.

Instruction teacher:

How many letters in the first word? (5) What is the second? (o) last? (but)

Choose words that fit this scheme (hill, crust, barrel)

Match words to the second scheme (lock, fence)

Logical CRAs are formed through the analysis of objects in order to highlight the signs. This is facilitated primarily by different types of analysis: phonetic, syllabic, semantic, derivational and morphemic, morphological, syntactic. One type of analysis is spelling analysis, i.e. detection of orthograms, their definition and commenting, an indication of the method of verification.

The same UWD is formed through assignments for the selection of the so-called “extra word”. Children, determining the essential features, single out of several words one thing that does not possess these features. Through the analysis of objects, selective writing off and assignments to isolating words with certain signs from a group of words, a sentence or text are performed.

Tasks for making words from sounds and syllables, complex words from fundamentals, phrases, stable expressions, proverbs from “scattered” words, constructing and redesigning sentences, making words and sentences according to the scheme, deciphering charades require the use of such a logical action as synthesis - making a whole from the parts, which implies an independent completion, the completion of the missing components.

Reporting a particular linguistic phenomenon, explaining the meaning of a word, a phraseological unit, the correct use of a word, and stressing require searching for the necessary information, including using ICT. The same tasks contribute to the formation of the ability to build speech statements in oral speech.

The formulation and solution of the problem as an integral part of the cognitive unit of the CRA include the formulation of the problem, as well as the independent creation of ways to solve creative and exploratory problems. It is called “problematic” because it corresponds with the main category of problem-based learning — the problematic situation. In the process of solving such a task, students independently come up with new knowledge or ways to obtain it, that is, the search for a solution or the decision itself rests with the students. As experience shows, what is needed is not a random set of problem tasks, but their system. Tasks must be available, important in general education, have a different degree of complexity. The structure of the content of the task does not necessarily have to follow the principle of “from easy to difficult” didactics.

In order to select or independently develop a system of problem tasks, the teacher should be guided by a program of actions based on the following principles:

The training material should be presented in such a way as to reveal to the child the leading, general properties of the concept or phenomenon that are to be studied further;

Practical skills need to be developed even in the lower grades on the basis of relevant theoretical information;

The system of problem assignments created should contain not only factual material, but also a description of the actions of the children themselves in assimilating it;

The system being developed should include tasks providing mastery of the method of analyzing the material and means of modeling the properties being opened, as well as exercises for children to use ready-made models for discovering new properties.

The systematic work of a teacher in creating problem situations in the process of solving problem tasks in Russian language classes leads to the fact that students have the opportunity to solve tasks that are feasible for themselves independently, gradually mastering cognitive universal educational activities.

Cognitive educational process controllers are formed in students gradually from the 1st to the 4th grade. As a result of the system of exercises aimed at the formation of cognitive learning, the student must realize: "I can think, reason, compare, summarize, find and save information." In the field of cognitive universal learning activities, primary school students will learn to perceive and analyze messages and their most important components - texts, use sign-symbolic means, including mastering the effects of modeling, as well as a wide range of logical actions and operations, including general techniques for solving problems.

It is possible to track the level of formation of cognitive learning devices through the independent exercise of the textbook. As a diagnostic of identifying the level of development of cognitive EDS I use complex diagnostic work (input, intermediate, final). Thus, forming the cognitive UUD, the development of the competences of the personality of younger students is carried out, preparing them for successful life in modern society, which meets the requirements of the Federal State Educational Standards of NOU.

Bibliography link

Lunegova I.V. DEVELOPMENT OF COGNITIVE UNIVERSAL EDUCATIONAL ACTIONS IN YOUNGER SCHOOLCHILDREN IN RUSSIAN LANGUAGE LESSONS // Start in Science. - 2016. - № 5. - p. 188-190;
URL: https://science-start.ru/ru/article/view?id=467 (access date: 05.11.2017).

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