New federal state standards basic general education significantly change the requirements for results educational activities primary school students. The standards of the new generation set the task of forming not only subject educational results, but, first of all, personal, and then meta-subject ones. In this regard, the question arises of the need to create optimal psychological and pedagogical conditions in an educational institution, aimed at the formation of certain universal educational activities. However, to assess the quality of these conditions, including educational programs and teachers' activities, a package of reliable and valid methods is required that can measure the level of development of students' meta-subject educational results. Meta-subject educational results are called cognitive, regulatory and communicative universal learning activities mastered by students, which in turn are the basis of the ability to learn in general.

More than one scientific team is engaged in the solution of this problem. In particular, at the Moscow City Psychological and Pedagogical University, work is underway to design, develop and test methods for diagnosing meta-subject educational results of students in basic general education. Within the framework of the developed diagnostic tasks, an assessment is made of such meta-subject universal educational actions as the ability to navigate in the conditions of a task, reflection of the methods and conditions of action, assessment and control of the process and results of activities, 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 outcomes developed on the basis of MSUPE.

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, learning activities, meaningful analysis, reflection, generalization and abstraction. Following V.V. Davydov, we consider meta-subject competencies as forms of theoretical thinking that manifest themselves in solving subject problems. At the same time, the higher the complexity of the subject task, the higher the level of development of meta-subject competencies, as a rule, is required. The tasks for diagnosing meta-subject results are based on those proposed by V.V. Davydov and his followers of the idea of ​​diagnosing the actions of meaningful analysis and reflection. At the same time, analysis is understood as the ability to identify the main essential properties and features of the object being studied, and reflection, as awareness and comprehension of one's own actions, methods of learning activity. This also includes the ability to navigate the conditions of the problem, process them into a familiar algorithm of actions.

It is also worth noting that in the development of the tasks used, the experience of conducting diagnostics on international level, some tasks were built by analogy with tasks from PISA (Programme 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 indicated meta-subject competencies of primary school students from the fifth to the ninth grade. One of the hypotheses of our study is that the selected tasks can be used to assess the dynamics of the development of meta-subject UUD at the stage of education in the main school. In addition, an important task of our study is an attempt to prove the dependence of the level of formation of meta-subject educational results on various conditions learning.

Let's take a closer look at one of the tasks used:

“Masha and Petya live at the same distance from the school and at a distance of 8 km from each other. What can be the distance from Masha's house to school?

Answer options:

A) At least 4 km; B) Not more than 4 km; C) At least 8 km; D) No more than 8 km

The development of this task is based on a similar task from the PISA studies. This problem can be solved using knowledge about the properties of an 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 for solving this problem, since it can also be solved by experimentation in 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 MAOU Shi "Raduml Cadet Corps". In total, 88 people took part in the study, including 32 students of the 5th grade, 33 students of the 6th grade and 23 students of the 7th grade. It should be noted that the cadet corps was created in 2014 on the basis of a rural school with a low academic performance.

In the course of the diagnostics, the following data were obtained. The average percentage of tasks completed by 5th graders is 19%, 6th graders 26.5%, and 7th graders 24%. As expected, the data obtained indicate a low level of performance of tasks by students, which is associated with the characteristics of the educational institution. It may seem strange that the percentage of completion of assignments by grades 6 is slightly higher than grades 7, but the same differences persist in the academic performance of grades. In addition, we should not forget about a very limited and homogeneous sample of diagnosed students. It should be noted that only 6% of students completed 50% or more tasks among 5th graders, 12% among 6th graders, and 13% among 7th graders.

Special attention deserves the number of students who scored 0 or 1 during the diagnostics (high probability of randomly choosing the correct answer in tasks of a closed type) score. Among the 5th grades, there were 53% of such people, among the 6th - 18%, and among the 7th only 13%, i.e. we can conclude that this sample is characterized by the following pattern: the older the class, the fewer students who can not cope with any task. It could be assumed that for students in the 5th grade, the selected tasks are too difficult, but 28% of the students in the 5th grade solved from 25% to 50% of all tasks. From this we can conclude that, in general, 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, the following conclusions can be drawn:

In general, this package of tasks can be used to diagnose meta-subject educational results;

This package of tasks, with some reservations, is available both for schoolchildren of the 5th grade, and the 6th, and 7th;

The older the class, the smaller the number of students who did not cope with any task;

The older the class, the more students complete 50% or more of the tasks;

· 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 diagnostics were carried out within the framework of 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 include several more educational institutions, due to which the problem of homogeneity and breadth of the sample will be solved. 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.

Bibliography

1. Guruzhapov V.A. On the problem of assessing the meta-subject competence of the subjects // Electronic journal"Psychological Science and Education". 2012. No. 1.

2. How to design universal learning activities in elementary school. From Action to Thought: A Teacher's Guide / Ed. A. G. Asmolova. M., 2010.

3. Sokolov V.L. Experience in diagnosing analysis and reflection as universal learning activities // Electronic journal "Psychological Science and Education". 2012. №3.

4. Shergina M.A. The development of understanding by younger students of the image of a hero-peer in the process of analyzing the works of the children's fiction//Electronic journal "Psychological Science and Education". 2013. No. 4.

The professional development of teachers includes several activities. One of them is the analysis of the level of development of general programs. Its development is based on the idea of ​​the composition and structure of the results of general education. Let's consider them in more detail.

Common problems

They are versatile activities. Today, the school still continues to focus on subject results. She is currently producing good performers. Meanwhile, modernity poses somewhat different tasks. For their implementation, it is necessary to improve the qualifications of teachers. Modernity requires people who are ready for self-improvement and independent decision-making. A person who left school should be able to learn, to perceive new knowledge in constantly changing conditions of life. Teachers face an urgent task - to develop in children the ability to independently successfully master new competencies. Its implementation is accompanied by mastering the standard of education that is in force today, establishes certain requirements. Their implementation allows to solve the problems faced by the teacher.

Meta-subject results (FSES)

The expected results of the development of the programs are the formation of:

1. Ability to plan nonverbal and verbal behavior.
2. Communicative competence.
3. The ability to clearly establish the spheres of the known and the unknown.
4. The ability to set goals and formulate tasks to achieve them, plan a sequence and predict the results of actions and all work as a whole, analyze the results obtained (both negative and positive), draw appropriate conclusions (intermediate and final), adjust plans, set new individual indicators.
5. Research actions. These include, among other things, data skills (the ability to extract information from various sources, systematize and analyze them, present them in different ways).
6. Ability to conduct self-observation, self-assessment, self-control in the course of communicative activity.
7. Semantic reading skills. These include the ability to determine the topic, highlight the key idea, predict the content of the title, main words, determine the main facts, trace the logical connection between them.

Meta-subject learning outcomes act as "bridges" connecting all sources of knowledge.

concept

The standard of education offers a qualitatively new approach to it. It involves the elimination of split, disunity and isolation of various scientific disciplines from each other. Meta-subjects act as a new specific form of learning. It is formed on top of traditional general disciplines. The basis of the metasubject approach is the thought-activity type of material integration. It also suggests a reflexive form of relationship to the basic elements of thought. Any meta-subject lesson contributes to the development of skills for self-learning of knowledge. Here conditions are formed for the beginning of the reflection of the child. He must react to his own actions, be aware of what he did, how and what he got in the end.

Universality of the approach

The Ministry of Education, when developing new requirements, proceeds from the current social and economic conditions. The universality of the proposed approaches lies in the fact that children gain knowledge about general schemes, techniques, techniques, patterns of thinking that lie above the disciplines, but are reproduced when working with them. The principle of metasubjectivity consists in focusing students' attention on the ways of processing and presenting data when studying a large amount of heterogeneous material. The ability to independently acquire knowledge is a key competence. The Ministry of Education, when formulating new requirements, focuses on the need for children to actively acquire social experience, the ability for self-improvement and self-development.

Analysis features

The evaluation of the meta-subject results is presented as a test of the planned indicators. They are presented in the sections of universal actions:

1. Regulatory.
2. Communicative.
3. Cognitive.

Metasubject results are not only universal methods for carrying out actions. They also act as ways to regulate behavior, including planning, correction and control. The achievement of metasubject results becomes possible due to the main components of the pedagogical process. It's about all disciplines, the basic plan. Meta-subject results are the skills that students use in obtaining and assimilating knowledge. They also apply them in solving problems that arise in real life conditions.

Objects of analysis

The main direction within which meta-subject results are analyzed is the area of ​​formation of a number of cognitive, communicative and regulatory UUDs. Among them, in particular, are the mental actions of children focused on checking and managing their work. The following are assessed:

1. The ability to perceive and maintain learning objectives and goals, independently transform a practical problem into a cognitive one.
2. Skills of planning your work, finding ways to do it. These abilities develop in accordance with the tasks set and the conditions for their implementation.
3. The ability to control and adequately evaluate their own actions, adjust their implementation, taking into account the nature of the mistakes made.
4. Ability to show independence and initiative in the process of mastering the material.
5. Ability to search for information, collect and highlight essential information from various sources.
6. The ability to use sign and symbolic means in the work for modeling the processes and objects under study, creating schemes for solving practical and cognitive problems.
7. Ability to interact with peers and teachers.
8. The ability to carry out logical operations of analysis, comparison, classification, generalization according to generic criteria.
9. Ability to take responsibility for the results of actions.

Specificity

Meta-subject results are, in fact, indicative actions. They form a psychological basis and act as the most important condition for success in solving the tasks assigned to them by schoolchildren. By their nature, they act as personal results of each child. It follows from this that the level of their development can be subjected to qualitative measurement and analysis.

Verification options

Personal results can be analyzed in the course of performing diagnostic, specially designed tasks. They are focused on checking the degree of formation of a certain type of UUD. Achieving results can be considered as an instrumental basis and a condition for the success of the implementation of cognitive and practical tasks. This means that, depending on the indicators of test papers in mathematics, Russian and other disciplines, taking into account the mistakes that were made, it is possible to form a conclusion about the degree of development of UUD. Achievement of results can also be manifested in the success of the implementation of complex tasks on an interdisciplinary basis. Thus, there are several procedures within which analysis can be carried out.

Primary School

Education at an early age involves the formation of the child's ability to self-regulate and take responsibility for their own actions. In elementary school, regulatory UUDs are distinguished, reflecting the essence. These include skills:

1. Accept and maintain goals, follow them in the process of educational work.
2. Act according to a specific plan.
3. Overcome involuntary and impulsiveness.
4. Monitor the progress and results of activities.
5. Distinguish between objective difficulties in tasks and the process of mastering knowledge.
6. Interact with peers and adults.

In addition, meta-subject results show the degree of formation of perseverance and purposefulness, life optimism, readiness for difficulties.

Control

The main methods are testing, design, observation. Control can be carried out in different forms. He can be:

1. Frontal.
2. Individual.
3. Group.
4. in the form of a written survey.
5. Personalized and non-personalized.

The tools are:

1. Map of observations.
2. UUD tasks.
3. Diary (sheet) of self-esteem.
4. Test.
5. Monitoring map.

Three levels of competence

At the first stage, regulatory skills are acquired:

The second level involves the acquisition of cognitive abilities:

1. Accept and save learning goals.
2. Transform practical tasks into cognitive ones.
3. Work with information and its sources.
4. Show independence and initiative.
5. Use symbolic and symbolic means.

At the third level (communicative) children learn:

1. Interact with the teacher and peers in the process of solving problems.
2. Listen and engage in dialogue.
3. Participate in a group discussion on an issue.
4. Integrate into a team of peers, build productive cooperation and interaction.
5. Own monologue and dialogic speech.
6. Express and defend your opinion, accept another.

Results of the work

At the end of the course, schoolchildren should form regulatory UUD, with the help of which children:

1. Organize your own workplace.
2. Follow the plan of extracurricular and
3. Determined with the help of a teacher.
4. Follow the teacher's instructions, algorithms that describe standard actions.
5. Determine a plan for solving problems in the classroom, as part of extracurricular activities, in various life situations while interacting with the teacher.
6. Correcting assignments.

With the help of formed cognitive UUD, students:

Using communicative UUD, children:

1. Observe in everyday life the rules and norms of etiquette when communicating.
2. They read to themselves and aloud texts from textbooks, popular science and fiction books, understand the content, including the title.
3. They formulate their thoughts in writing or orally, taking into account their own school and life speech situations.
4. Participate in dialogues.

During the final check of the level of mastering the main program, schoolchildren analyze the results necessary to continue their education.

Conclusion

As can be seen, meta-subject results are closely related to all areas of educational and pedagogical work. Currently, they are of key importance for the formation of the necessary skills in schoolchildren of any age. Metasubjects express the idea of ​​reflectivity with respect to disciplines. As a rule, a child, studying material in chemistry, physics, history, biology, etc., remembers key definitions and concepts. In meta-subject lessons, he does something else. The student does not memorize, but traces the origin of these basic terms and definitions. In fact, he rediscovers this field of knowledge for himself. The whole process of the appearance of certain events, objects unfolds before the student. In practice, he rediscovers what has become known in ancient times, restores and determines the form of existence of this knowledge. However, this is only the beginning level. Having done work with various subject materials, the student forms a conscious attitude not to any particular concept, but to the method of his cognitive activity. Improving their skills, the child quickly begins to navigate the material. Showing independence and initiative, he searches for new sources of information, collects and generalizes the information found, compares it with the data obtained in the lessons.

It is also very important for the teacher to establish close contact with the child. This is especially true at the initial stage of the formation of the UUD. The desire of children for further self-improvement and self-development will largely depend on this. In this regard, when working, it is impossible to focus on the formation of a specific skill. Their development should go in a complex and constantly. For the successful implementation of tasks, the teacher needs to analyze his work and the activities of students. Taking into account certain indicators, a plan for the coming year should be formed.

Mastering methods for assessing the meta-subject results of students' activities.

1. To update knowledge about meta-subject results of activity.
2. To introduce methods for evaluating meta-subject results.
3. To master in practice the diagnostics 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 educational process as well as problem solving in real life situations.

Practice-oriented project on the topic:

"System for assessing the achievements of meta-subject results"

Educational program or system

Completed by teachers

primary school

GOU boarding school №2

(7 species) Tver

Utkina Tatyana Nikolaevna

Tver 2011

Introduction ………………………………………………………………….…2

I. Value orientations of primary education………………………..5

1.1. Goals, objectives and directions for the development of primary education.……..5

II. Methodological principles of metasubjectivity……..………….….10

2.1. The concept of metasubjectivity……………………………………………..10

2.2. Features of evaluation of meta-subject results. ………….…....12

2.3. Forms, methods, tools for monitoring meta-subject results. ………………………………………………………………….….16

III. Forms of work on the formation of basic communicative competencies. …………………………………………………………………….19

3.1. Diagnostic tasks for evaluating communicative universal learning activities. …………………………..……...…………21

3.2.Universal learning activities and learning success in primary school………………………………………………………………………………..29

Conclusion. ………………………………………………………..……...31

Literature used…………………………………………………….34

Annex 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 asks for a trained person who is able to independently learn and relearn many times over a constantly lengthening life, ready for independent actions and decision-making. For life, human activity, it is important not for him to have savings for the future, a stock of some kind of internal baggage of everything learned, but the manifestation and ability to use what is, that is, not structural, but functional, activity qualities.

A measure of a person's ability to engage in activity is a set of competencies. For school educational practice, the following key competencies can be distinguished:

Mathematical competence - the ability to work with numbers, numerical information - possession of mathematical skills;

Communicative (linguistic) competence - the ability to enter into communication in order to be understood, possession of communication skills;

Information Competence - Possession information technology– ability to work with all kinds of information;

Autonomization competence - the ability of self-development - the ability to self-determination, self-education, competitiveness;

Social competence - the ability to live and work together with other people, relatives, 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 be responsible 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: “teach to learn”, “teach to live”, “teach to live together”, “teach to work and earn” (from the UNESCO report “Into the New Millennium”).

Unfortunately, to date, these problems have not found a positive solution. We can still talk about a rather low level of formation of key competencies among students in our schools.

So far, at the stage of graduating from compulsory education, most of our students show very poor preparation for independent study, for independently obtaining the necessary information; low level (below low) of the ability to solve problems, find a way out of a non-standard situation. Graduates are not ready for successful adaptation in modern world. And as a result, after leaving the school, young people will either remain unsuccessful in life, or get lost, will not be able to “find themselves”, which can lead to negative social consequences.

That is why the school sharply stood up and currently remains actual problem independent successful assimilation by students of new knowledge, skills and competencies, including the ability to learn. Great opportunities for this are provided by the development of universal educational activities (UUD). That is why the “Planned Results” of the Second Generation Education Standards (FGOS) determine not only subject, but metasubject and personal outcomes.

The significance and relevance of the identified problem determined the choice of this topic: "The system for assessing the achievements of meta-subject results."

aim work is to study the features of the system for evaluating meta-subject results at the stage of initial school education.

To achieve this goal, it is necessary to solve a number of tasks:

Consider the goals, objectives and directions for the development of primary education

To study the psychological-pedagogical and theoretical-methodological foundations of meta-subject results;

To study the characteristics of personal, regulatory, cognitive, communicative, metasubject results;

Select typical tasks to assess the level of formation of communicative learning activities.

I. Value orientations of primary education

1.1. Goals, objectives and directions of development of primary education

The fundamental difference between the school standards of the new generation is their focus on achieving not only subject educational results, but, above all, on the formation of the personality of students, their mastery of universal methods of educational activity that ensure success in cognitive activity at all stages of further education.

What should be a high school graduate? Today, this question worries every teacher who is not indifferent to his profession. Methodical manuals represent the modern model of the student, with the qualities characteristic of the personality of the 21st century. A modern person is required to act meaningfully in a situation of choice, competently set and achieve their own goals, act productively in personal, educational and professional fields. Professionals of the 21st century are specialists of a wide profile, those for whom there are no barriers between adjacent and completely non-adjacent areas of knowledge, those who understand different professional languages, who, when solving complex complex problems, can enter into multi-professional 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 do modern teachers face today? This issue is being discussed at the highest level. In a message from the President Russian Federation Dmitry Anatolyevich Medvedev on November 12, 2009, the Federal Assembly named the main provisions of the national educational initiative "Our New School", in particular, it was noted that the main result of school modernization should be the compliance of school education with the goals of advanced development, the school is required to give children the opportunity to reveal their abilities , prepare for life in a high-tech competitive world. Thus, the school must solve the problems of today, but prepare students for their future lives.

In the new federal state educational standard - the standard of the second generation, the results of mastering the program are considered from three points of view. Previously, educational results meant subject results (experience mastered by students in the course of studying a subject area of ​​activity specific to a given subject area to obtain new knowledge, its transformation and application, as well as a system of fundamental elements scientific knowledge). In the second generation standards, along with the subject ones, personal ones are singled out (readiness and ability of the student for self-development, the formation of motivation for learning, cognition, the choice of an individual educational trajectory, the value-semantic attitudes of students, reflecting their personal positions, social competencies; the formation of the foundations of civic identity) and metasubject(universal learning activities mastered by students that ensure the mastery of key competencies that form the basis of the ability to learn and interdisciplinary concepts) results.

The former - traditional approach in education involves mainly the transfer of knowledge, but now purpose is to teach the child to acquire knowledge himself, showing students the processes of the formation 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 us to conclude that the successful completion of any task proposed in the textbook involves the use by students of additional sources of information, such as encyclopedias, reference books, dictionaries. Thus, already from the first grade, the child learns to independently acquire and apply knowledge.

Working in elementary school, one has to face a number of problems, first of all, a decrease in the motivation of students to study subjects, which is most pronounced when elementary school students move to the middle level of education and from the middle to the senior level. More V.A. Sukhomlinsky noted: “All our plans, all searches and constructions turn into dust if the student has no desire to learn.” One of the reasons for the decrease in motivation is the inability of the student to work with the ever-increasing amount of information that needs to be mastered, highlighting the main thing from the abundance of information, systematizing and presenting information, hence the misunderstanding of how to keep in memory all the educational material in the subjects, misunderstanding why this is necessary. As a result, the student has a state of psychological discomfort and a desire to avoid, to isolate himself from the factors that cause it. As a result, failure to complete tasks, a decrease in the quality of knowledge in the subject.

Many students are mistaken in believing that only by learning a paragraph of the textbook by heart can one become successful. Few of them think about what is really valuable to determine main idea text, the ability to analyze how it relates to previous topics, to be able to find a connection with the topics of the next lessons, to draw conclusions, to understand how this can be useful in life, that the student must not only have knowledge, but also apply it in practice. We also face a situation where students know, but find it difficult to formulate a clear answer, experience difficulties in setting goals on their own, learning objectives, and most importantly, the analysis of the results of their activities, what happened, what didn’t, why not, what needs to be done in order to avoid failure next time, etc. Thus, in order to improve the quality of knowledge in the subject, it is necessary to increase the motivation of students to learn, create a psychologically comfortable atmosphere, which involves the mastery of universal learning activities by students, show the possible application of the acquired knowledge and skills in the study of other subjects, in any life situations.

The new requirements for the results of students established by the standard make it necessary to change the content of education based on the principles of metasubjectivity as a condition for achieving a high quality of education. The teacher today should become a construct of new pedagogical situations, new tasks aimed at using generalized methods of activity and creating by students their own products in mastering knowledge.

The Exemplary Curriculums of Education that exist today, based on second generation standards, define the following learning objectives:

The development of communicative competence in the aggregate of its components: speech, language, sociocultural / intercultural, compensatory, educational and cognitive competences.

The development of the personality of students.

Formation and development of universal educational activities (UUD).

The expected learning outcomes are:

1. Subject results.

2.Personal results:

Formation of learning motivation;

Awareness of the possibilities of self-realization;

Striving for improvement;

Formation of communicative competence;

Formation of general cultural and ethnic identity;

Tolerant attitude towards manifestations of a different culture;

Willingness to defend national and universal values, one's civic position.

Development of the ability to plan one's verbal and non-verbal behavior;

Development of communicative competence;

The ability to clearly define the areas of the known and the unknown;

The ability to set goals and determine the tasks that need to be solved to achieve the set goals, plan sequential actions, predict the results of work, analyze the results of activities (both positive and negative), draw conclusions (intermediate and final), make adjustments, determine new ones goals and objectives based on the results of work;

Development of research learning activities, including skills in working with information (to 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 by heading / by keywords, highlight the main idea, the main facts, establish a logical sequence of the main facts;

Implementation of self-observation, self-control, self-assessment in the process of communicative activity.

Exactly metasubject the results will be bridges connecting all subjects, helping to overcome mountains of knowledge.

2.Methodological principles of metasubjectivity.

2.1. The concept of metaobjectivity.

What are metaobjects and the principle of metaobjectivity? Since the 1980s, the Scientific School of Andrey Viktorovich Khutorsky has dealt with the issues of educational meta-subjects and meta-subject activities. For example, Andrey Viktorovich's "Modern Didactics" contains a paragraph "Meta-subject content of education", which details the specifics of educational meta-subjects and meta-subject topics. Today, this issue is being dealt with by a group of methodologists, headed by Gromyko Nina Vyacheslavovna, Candidate of Philosophical Sciences, Deputy Director of the Institute for Innovative Strategies for the Development of General Education under the Moscow Department of Education, Polovkova Marina Vadimovna, Candidate of Psychological Sciences, Deputy Director of the Institute for Innovative Strategies for the Development of General Education under Department of Education of Moscow and Director of the Institute of Advanced Research. Schiffers, Academician of the Russian Academy of Natural Sciences Yuri Vyacheslavovich Gromyko. The purpose of developing a meta-subject approach in education and, accordingly, meta-subject educational technologies they see it in solving the problem of disunity, splitting, isolation from each other of different scientific disciplines and, as a result, educational subjects.

Meta-subjects are objects that are different from the objects of the traditional cycle, this is a new educational form that is built on top of traditional objects, it is based on the thought-activity type of integration educational material and the principle of a reflexive attitude to the basic organization of thinking. The student learns to learn in these lessons. Here, conditions are created for the student to begin to reflect on his own work process: what exactly did he mentally do, how he moved, what results he came to.

To date, the Research Institute of Innovative Strategies for the Development of Education of the Moscow Department of Education has developed and is testing in some regions of Russia such meta-subjects as "Knowledge", "Sign", "Problem", "Task":

Within the framework of the “Knowledge” meta-subject, the child learns to work with knowledge systems;

In the classes of the “Sign” meta-subject, 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 think, what they want to do;

Studying the meta-subject "Problem", students learn to discuss issues that are in the nature of open, to this day insoluble problems, students master the techniques of positional analysis, the ability to organize and conduct a polypositional dialogue, they develop the ability to problematize, goal-setting, self-determination;

Within the framework of the “Task” meta-subject, schoolchildren develop the ability to understand and schematize the conditions, model the object of the problem, design methods for solving, and build activity procedures for achieving the goal.

Meta-subjects "Meaning" and "Situation" are currently under development.

Summarizing the above, we can conclude that the child develops such abilities as understanding, imagination, thinking, reflection, action.

The universality of meta-objects consists in teaching schoolchildren general techniques, techniques, schemes, patterns of mental work that lie above objects, but at the same time are reproduced when working with any subject material. Principle meta-subjectivity is to focus students on the ways of presenting and processing information when studying enough a large number academic disciplines on the basis of generalized methods, techniques and methods, as well as organizational forms of activity of students and teachers. The key competence should be considered the ability to learn, the ability of the individual to self-development and self-improvement through the conscious and active appropriation of new social experience, and not just the development by students 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 be ahead of the curve, prepare our students and ourselves for this new system work, applying elements of the meta-subject approach in their lessons.

2.2. Features of the evaluation of meta-subject results

Grade metasubject Outcomes is described as an assessment of the planned results presented in sections:

"Regulatory learning activities", "Communicative learning activities", "Cognitive learning activities".

Under metasubject results universal ways of activity are understood - cognitive, communicative and ways of regulating one's activity, including planning. control and correction.

Their content is described in detail in the interdisciplinary program for the formation of universal educational activities, as well as the planned results presented in all sections of the interdisciplinary program "Reading: working with information"

Achievement of meta-subject results is provided due to the main components of the educational process, that is all subjects, basic plan and are used by students both in the educational process and in solving problems in real life situations.

Main object of evaluation metasubject results is the formation of a number of regulatory, communicative and cognitive universal actions, i.e. such mental actions of students that are aimed at analyzing and managing their cognitive activity.

These include:

The ability to accept and maintain the learning goal and objectives, independently transform a practical task into a cognitive one; the ability to plan one's own activity in accordance with the task set and the conditions for its implementation and to look for means of its implementation; the ability to control and evaluate their actions, to make adjustments to their implementation based on the assessment and taking into account the nature of errors, to show initiative and independence in learning;

• the 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 the studied objects and processes, schemes for solving educational, cognitive and practical problems;
• logical operations of comparison, analysis, generalization, classification by generic characteristics. Establishing analogies, referring to known concepts;
• the ability to cooperate with the teacher and peers in solving educational problems. Take responsibility for the results of your actions.

In other words, the main content of the assessment of meta-subject results in elementary school is built around ability to learn.

Features of evaluation of metasubject results are connected with the nature of universal actions.

By virtue of their nature, being essentially orienting actions, metaobjective actions form the psychological basis and are important condition students' success in solving learning problems. Accordingly, the level of their formation can be qualitatively assessed and measured.

First, 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 particular type of UUD. (see the 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 successful completion of educational and educational-practical tasks by means of educational subjects. That is, depending on the success of the test tasks in the Russian language, mathematics, reading, the world around and other subjects, taking into account the mistakes made, we can conclude that a number of cognitive and regulatory actions of students have been formed.

And finally, the achievement of meta-subject results can be manifested in the success of complex tasks on an interdisciplinary basis (see the final comprehensive work at the end of the year in grade 1).

Thus, the evaluation of meta-subject results can be carried out in the course of various procedures.

Of course, a number of communicative and regulatory actions are difficult or impossible to evaluate in the course of standardized work. For example, the ability to work in a group, listen and hear the interlocutor, coordinate their actions with partners, etc.

In this case, in the course of internal assessment, recorded in the portfolio in the form of assessment sheets for the observation of a teacher or a school psychologist, the achievement of such actions can also be assessed.

Since the formation of UUD will be carried out through the introduction of interdisciplinary programs, as the standards are introduced and the composition and planned results are clarified, the procedures for evaluating metasubject results will also be clarified.

Primary education involves the development of 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 activity of children of primary school age:

1. The ability to learn and the ability to organize their 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 their activities;

Overcoming impulsiveness, involuntariness;

The ability to control the process and results of their activities, including the implementation of anticipatory

control in cooperation with the teacher and peers;

Ability to adequately perceive grades and marks;

The ability to distinguish objective difficulty tasks and subjective complexity;

Ability to interact with adults and peers in learning activities.

2. Formation of purposefulness and perseverance in achieving goals, life optimism, readiness to overcome difficulties:

Purposefulness and perseverance in achieving goals;

Willingness to overcome difficulties, the formation of an attitude to find ways to resolve difficulties (coping strategy);

Forming the foundations of optimistic perception

2.3. Forms, methods, control toolsmetasubject results

The main object of evaluation of meta-subject results is the formation of regulative, communicative and cognitive universal educational actions (hereinafter - UUD) among students.

Control methods: observation, design, testing

Forms of control: individual, group, frontal forms; oral and written questioning; personalized and non-personalized

Control toolkit: ECM tasks, observation chart, test, monitoring chart, self-assessment sheet or diary

Metasubject Results
	1 level	2 level	3 level
Regulatory	The ability to plan one's own activities in accordance with the task and the conditions for its implementation	The ability to control and evaluate their actions, make adjustments to their implementation based on the assessment and taking into account the nature of errors	Acquiring the skill of self-regulation
cognitive	The ability of the learner to accept and maintain the learning goal and objectives	Independently transform a practical task into a cognitive one; the 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 the studied objects and processes, schemes for solving educational, cognitive and practical problems.
Communicative	Ability to cooperate with the teacher and peers in solving educational problems	Ability to listen and engage in dialogue; participate in a group discussion of the problem.	Ability to integrate into a peer group and build productive interaction and cooperation with peers and adults; possession of monologue and dialogic forms of speech; Ability to express and defend one's point of view, to accept another

ABOUT The peculiarities of evaluating meta-subject results are related to the nature of universal learning activities. The achievement of meta-subject results is ensured by the main components of the educational process - academic subjects. The main content of the evaluation of meta-subject results is built around the ability to learn.

Assessment of metosubject results can be carried out in the course of various procedures (during the final verification or complex work on subjects; current, thematic or intermediate assessment, etc.

III. Forms of work on the formation of basiccommunicative competencies

It can be seen that in the conditions of a traditional school, communication difficulties are overcome very poorly, they are preserved in the form of a negative style of communication. In a significant number of children, they become chronic, gradually turning into stable and unfavorable character traits. Thus, without a purposeful and systematic formation of basic communicative competencies (in other words, the communicative component of universal educational activities) in the course of training, miscalculations in preschool education or negative individual characteristics cannot be overcome.

In this regard, it can be assumed that the creation at school of real conditions for overcoming an egocentric position, the successful formation (inculcation) of the skills of effective cooperation with peers (and, as a result, building more even and emotionally favorable

relations with them) will serve as a powerful counteraction to numerous personality disorders in children.

The most significant contribution to the creation of a learning model based on student cooperation, 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 the educational content of school subjects, but also recorded positive impact of the experience of cooperation on the development of communication and speech.

Although the experimental experience of implementing the principles of educational cooperation cannot be directly transferred to the context existing system education, however, it provides useful guidance on the means and ways of stimulating the development of communicative actions.

In particular, such forms of work as the organization of mutual verification of tasks, mutual tasks of groups, educational conflict, and discussion by participants of the methods of their action are very important. For example, in the course of peer review, groups carry out those forms of review that

previously performed by the teacher. At the first stages of the introduction of this action, one group may note errors and shortcomings in the work of the other, but later on, schoolchildren pass only to meaningful control (they identify the causes of errors, explain their nature).

Working in a group helps the child to comprehend learning activities. At first, working together, students assign roles, determine the functions of each member of the group, and plan activities. Later, everyone will be able to perform all these operations independently. In addition, group work allows you to give students emotional and meaningful support, without which many cannot get involved in common work class, such as timid or weak students.

Group work of younger students implies its own rules: you cannot force children to work in groups or express your displeasure to someone who does not want to work (later you need to find out the reason for the refusal); joint work should not exceed 10-15 minutes, in order to avoid fatigue and reduce efficiency; absolute silence should not be demanded from children, but shouting, etc., must be fought.

In addition, special efforts of the teacher to establish relationships between children are often required.

You can use class time for group work. However, other forms can be used, for example design 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 the ability to communicate in younger schoolchildren and adolescents (M.R. Bityanova, 2002).

Some of them are based on a wide application game methods and are meant to be used outside school hours. Others are included in the course "Russian language" or "Introduction to the outside world." Others can be done as self-study.

However, the above forms of activities 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.

Children should be encouraged to express their point of view, as well as educate them in the 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 patterns and assist them in conducting discussions, disputes, arguments, etc.

The joint activity of younger schoolchildren will be effective if it is built according to the type of jointly divided activity with the dynamics of roles.

Formation of communicative universal

learning 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 hindered by the unconditional dominance of the individual form of organization of educational activities (teacher-student), which is typical for most school disciplines today. Nevertheless, many subject teachers have successful experience in organizing individual joint learning tasks, the specificity of which naturally involves the active interaction of students, cooperation, information exchange, discussion of different points of view, etc.

Traditionally, the first place in a number of school subjects that practice the exchange of opinions, discussion, dialogue, etc., is occupied by "Literature" or in elementary school - "Literary Reading" . Literature lessons, organized in the form of a dialogue or discussion, allow you to instill

students respect for the opinion of their interlocutor, whether it be a teacher or a peer; the ability to clearly and competently express one’s thoughts, argue one’s opinion and retreat from incorrect arguments, take the position of the interlocutor.

"The world" . For example, on the pages of relevant textbooks, there are often tasks such 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 has a purely communicative nature: the story is always addressed to someone (and may differ 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, real social mediation is needed here for younger schoolchildren. Therefore, it is advisable to practice the performance of at least part of this kind of tasks 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... Such a technique will give these tasks a psychologically full-fledged character of children's activity, eliminate the painful artificiality for them of the need to "tell to oneself." This is true for other school subjects as well.

Observation of the joint performance of tasks by schoolchildren: parsing 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 together, prompt, argue, prove- in a word, to act naturally, relaxed, “not like in a lesson” (V.V. Andrievskaya and others, G.S. Kostyuk and others). By its motivational fullness of this kind academic work close to gaming activity with its characteristic actualization of competitive motives, proactive behavior and active interaction. Naturally, the emotionally positive attitude of students to this work dramatically increases its effectiveness and thereby contributes to the preservation of learning motivation and positive attitude to teaching in general.

3.1. Diagnostic tasks for evaluating communicative universal learning activities.

To facilitate orientation in the use of diagnostic tasks, in (Appendix 1) criteria for evaluating communicative universal learning activities are given.

For the beginning of the year

The task "Left and right sides"

(J. Piaget)

Target: identification of the level of formation of actions aimed at taking into account the position of the interlocutor (partner).

communicative actions.

Age: 6.5-7 years old.

Grading method:

Task description: the child is asked questions to which he must answer, or they are offered tasks to which he must respond with actions.

Tasks

1. (Sitting or standing facing the child.) Show me your right hand. Left. Show me your right leg. Left.

2. The same. show me mine left hand. Right.

Show me my left leg. Right.

Variant. Children stand with their backs to each other. One of the children is offered, 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 are a coin, a pencil: a coin on the left side of the pencil in relation to the child. Pencil left or right? And the coin?

4. The child sits opposite an adult who has right hand coin, and in the left hand a pencil. Is the coin in the left or right hand? What about a pencil?

Evaluation criteria:

Understanding the possibility of different positions and points of view, orientation to the position of other people, different from their own;

Correlation of the characteristics or features of objects with the features of the observer's point of view, coordination of different spatial positions.

Assessment levels:

1. Low level: the child answers incorrectly in all four tasks;

2. Average level: correct answers only in the 1st and 3rd tasks; the child correctly determines the sides in relation to their position, but does not take into account the position of the partner.

3. High level: the child performs four tasks correctly, that is, he takes into account the differences in the position of another person.

At the end of the first half

Mission "Mittens"

(G.A. Zuckerman)

Target: identification of 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 old.

Grading method: observation of the interaction of students working in pairs in the classroom, and analysis of the result.

Task description: children sitting in pairs are given one image of mittens each and asked to decorate them

the same way, that is, so that they form a pair. Children can come up with a pattern themselves, but first they need to agree among themselves which pattern they will draw.

Each pair of students receives an image of mittens in the form of a silhouette (on the right and left hands) and the same sets of colored pencils.

Evaluation criteria:

The productivity of joint activities is assessed

according to the degree of similarity of patterns on mittens;

The ability of children to negotiate, come to a common decision, the ability to convince, argue, etc.;

Mutual control in the course of activities:

do children notice each other's deviations from the original plan, how they react to them;

Mutual assistance in the course of drawing;

Emotional attitude to joint activities:

positive (work with pleasure and interest), neutral (interact with each other out of necessity)

or negative (ignore each other, quarrel, etc.).

Assessment levels:

1. Low level: the patterns are clearly dominated by differences or there is no similarity at all. Children do not try to negotiate or cannot come to an agreement, each insists on his own.

2. Average level: partial similarity - individual features (color or shape of some parts) are the same, but there are noticeable differences.

3. High level: mittens are decorated with the same or very similar pattern. Children are actively discussing a possible pattern; come to an agreement on how to color the mittens; compare methods of action and coordinate them, building a joint action; monitor the implementation of the adopted plan.

Finally school year

Method "Who is right?"

(method of G.A. Tsukerman et al.)

Target: identification of 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 old.

Grading method: individual conversation with the child.

Task description: The child is given in turn the text of three tasks and asked questions.

T e c s t 1

Petya drew the Serpent Gorynych and showed the drawing to his friends. Volodya said: "That's great!" And Sasha exclaimed: “Fu, what a monster!”

Which one do you think is right? Why did Sasha say that? And Volodya? What was Peter thinking? What will Petya answer to each of the boys? What would you say if you were Sasha and Volodya? Why?

T e x s t 2

After school, three friends decided to cook lessons together.

First, let's solve math problems, - said Natasha.

No, you need to start with an exercise in the Russian language, -

Katya suggested.

But no, first you need to learn a poem, -

Ira objected.

Which one do you think is right? Why? How did each of the girls explain their choice? How can they do better?

T e x s t 3

Two sisters went to choose a gift for their little one

brother for his first birthday.

Let's buy him this lotto, - suggested Lena.

No, it’s better to give a scooter, - Anya objected.

Which one do you think is right? Why? How did each of the girls explain their choice? How can they do better? What would you suggest to donate? Why?

Evaluation criteria:

Understanding the possibility of different positions and points of view (overcoming egocentrism), focusing on other people's positions that are different from their own;

Understanding the Possibility of Different Evaluation Bases

the same subject, understanding the relativity of assessments or approaches to choice;

Accounting for different opinions and the ability to justify one's own;

Accounting different needs and interests.

Assessment levels:

1. Low level: the child does not take into account the possibility of different reasons 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), respectively, excludes the possibility of different points of view; child

takes the side of one of the characters, considering a different position unambiguously wrong.

2. Average 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 substantiate their answers.

3. High level: the child demonstrates an understanding of the relativity of assessments and approaches to choice, takes into account the difference 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 activities, their properties and qualities determine the effectiveness of the educational process, in particular the assimilation 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 educational) actions and skills for the success of education, up to the present time, serious large-scale systematic work on their implementation in school education has not been carried out. The spontaneity of the development of universal educational activities is reflected in the acute problems of school education: in a significant spread of academic performance, lack of formation of educational and cognitive motives and low curiosity and initiative of a significant part of students, difficulties in arbitrary regulation of educational activities, a low level of general cognitive and logical actions, difficulties in school adaptation, growth deviant behaviour. The concept of 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 elementary school:

Selection goals formation of universal educational activities, their functions in the educational process, content and required properties, taking into account the age-psychological characteristics of students.

Determination of the indicative basis of each of the universal learning activities, ensuring its successful implementation, and organization of orientation students during implementation.

Organization phased development universal learning activities, providing a transition from performing an action based on material resources to a mental form and from the joint performance of an action (co-regulation with the teacher and peers) to independent performance

(self-regulation).

Finding specific forms of universal educational action in relation to each academic subject, description of the properties of the action. Definition connections of universal educational actions with the content of subject disciplines.

Creation task systems , including subject-special, general logical and psychological types(P.Ya. Galperin), the solution of which ensures the formation of the specified properties of universal educational activities.

Creation textbooks of a new type , realizing the technology of formation of specific types and forms of universal educational actions in a given subject discipline,

as well as the development of relevant teaching aids for teachers .

Conclusion.

Thus, assessment of meta-subject results can be carried out in the course of various procedures . For example, in the final test work in subjects or in complex work on an interdisciplinary basis, it is advisable to make an assessment (direct or indirect) of the formation of most cognitive learning activities and skills in working with information, as well as an indirect assessment of the formation of a number of communicative and regulatory actions.

An ongoing, thematic, midterm assessment may assess the achievement of communication and regulatory actions that are difficult or impractical to verify in a standardized final verification work. For example, it is during the current assessment that it is advisable to monitor the level of formation of such a skill as “interaction with a partner”: orientation towards a partner, the ability to listen and hear the interlocutor; the desire to take into account and coordinate various opinions and positions regarding an object, action, event, etc.

An 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 “inclusion” of children in educational activities provided by the primary education system, the level of their educational independence, the level of cooperation, and a number of others) is carried out in form of non-personalized procedures.

Despite the recognition in pedagogical science and practice of the importance of meta-subject (general educational) actions and skills for the success of education, up to the present time, serious large-scale systematic work on their implementation in school education has not been carried out.

The spontaneity of the development of universal educational activities is reflected in the acute problems of school education: in a significant spread of academic performance, lack of formation of educational and cognitive motives and low curiosity and initiative of a significant part of students, difficulties in arbitrary regulation of educational activities, a low level of general cognitive and logical actions, difficulties in school adaptation, growth deviant behaviour. Concept

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 efficiency of the educational process in the new socio-historical conditions of the development of society.

Thus, we can single out several positions of a generalizing nature, draw the main conclusions about the role of meta-subject results in the system of modern general secondary education:

1. Universal educational activities represent an integral system in which the origin and development of each type of educational activity is determined by its relationship with other types of educational activities and the general logic of age-related development.

2. The development of a system for evaluating meta-subject results as part of personal, regulatory, cognitive and communicative actions that determine the development of the psychological abilities of an individual is carried out within the framework of the normative-age development of the child's personal and cognitive spheres.

3. The formation of meta-subject results is based on the “ability to learn”, which involves the full development of all components of educational activity (cognitive and learning motives; learning goal; learning task; learning activities and operations) and is a significant factor in increasing the efficiency of students mastering subject knowledge, skills and the formation of competencies, the image of the world and the value-semantic foundations of personal moral choice.

4. In educational practice, there is a transition from teaching as a teacher presenting a system of knowledge to students to active problem solving in order to develop certain solutions; from the development of individual subjects to a 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 choice 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, enhance 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 were convinced that the emergence of the second generation standard is due to the requirements of the time, the new goals that society sets for education. The training on the course prepared us for a comprehensive analysis of the GEF of general education of the second generation, we can consider the implementation of the GEF from the standpoint of administrative, legal, economic, methodological, and information support. We can say with confidence that we are ready to work in accordance with the tasks of the standard and plan to further improve our activities, taking into account the features of the second generation standard.

Used Books

1. The concept of federal state educational standards general education: project / Ros.acad. education; ed. A.M. Kondakova, A.A. Kuznetsova. - M.: Education, 2008.

3. A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others; ed. A.G. Asmolov. How to design universal educational activities in elementary school: from action to thought: a teacher's guide - M.: Education, 2008. - 151 p.

4. Valkova G., Zainullina F., Shteinberg V. Logical and semantic models - didactic multidimensional technology / V. // SCHOOL DIRECTOR: scientific method. magazine for hands. textbook institutions and educational institutions. - 2009. - No. 1. - C.49-54

5. Gromyko Yu.V. "Metasubject "Sign". - M., 2001. - 285 p.

6. Gromyko N.V. "Metasubject "Knowledge".- M., 2001.- 540s.

7. Gromyko Yu.V. "Metasubject "Problem". - M., 1998. - 376 p.

8. Kolesina K.Yu. Metaproject learning: theory and implementation technologies in the educational process: Abstract of the thesis. diss. … Dr. ped. Sciences: 13.00.01. Rostov-on-Don: SFedU, 2009. 35 p.

9. Kuznetsov A.A. About school standards of the second generation / A.A. Kuznetsov. // Municipality: innovation and experiment. - 2008. - No. 2 . - S. 3-6.

10. Kovaleva G.S., Krasnovsky E.A., Krasnyanskaya K.A., Loginova O.B., Tatur O.A. Model of the system for assessing the results of development general educational programs. /www. standard. edu. ru/.

11. Fedorova S.Sh. Metaknowledge Appropriation Technology /http://festival.1september.ru/articles/100689/ .

12. Fomenko I.A. Creation of a system for the formation of a new content of education based on the principles of meta-subject / fomenko.edusite.ru/p35aa1.html/.

13. Khutorskoy A.V. Heuristic type of education: results of scientific and practical research // Pedagogy. - 1999. - No. 7. - P.15-22.

Description of the presentation on individual slides:

1 slide

Description of the slide:

Municipal budgetary educational institution "Secondary school No. 3" Issues of diagnosing meta-subject achievements of students in the framework of the implementation of the Federal State Educational Standard of Basic General Education Salekhard, 2015 Prepared by: Chernetskaya I.G., methodologist, teacher of biology, MBOU secondary school No. 3

2 slide

Description of the slide:

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: to conduct observations, build hypotheses on their basis, draw conclusions and conclusions, test assumptions; in the ability to "link" one's life experience with the system of knowledge acquired at school.

3 slide

Description of the slide:

Diagnosis of meta-subject results of FSES LLC Since the 2013/2014 academic year, MBOU secondary school No. 3 in Salekhard has been a municipal innovation platform for the implementation of FSES LLC standards in educational institutions. The introduction of the Standards (FSES) of the second generation involves diagnosing not only subject, but meta-subject and personal results. In this regard, the administration and the psychologist of the school prepared a diagnostic toolkit to identify the levels of UUD of 5th grade students at the initial stage of secondary education. For the selection of diagnostic tools in our work, we were guided by a manual for teachers edited by A.G. Asmolova "Formation of universal educational activities in the primary school: from action to thought", Enlightenment, 2011, and a similar guide for primary school teachers. Some methods and texts are modified. All methods are intended for group work due to the significant workload and the specifics of the work of psychologists. Our activities are based on the principles of universality of methods, ergonomics of diagnostic measures, their compliance with the age characteristics of schoolchildren, rational use of time and labor resources.

4 slide

Description of the slide:

The assessment of meta-subject results is an assessment of the achievement of the planned results of the development of the main educational program presented in the sections "Regulatory universal learning activities", "Communicative universal learning activities", "Cognitive universal learning activities" of the program for the formation of universal learning activities, as well as the planned results presented in all sections of interdisciplinary training programs. The formation of meta-subject results is ensured by the main components of the educational process - academic subjects. The main object of evaluation of meta-subject results is: the ability and readiness to master systematic knowledge, their independent replenishment, transfer and integration; ability to cooperate 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 to self-organization, self-regulation and reflection. Assessment of the achievement of meta-subject results can be carried out in the course of various procedures.

5 slide

Description of the slide:

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. Studying the theory about the requirements of the Standard for the psychological support of GEF LLC. Analysis of the results of diagnostic measures in the 4th grades Development of a work plan in 2013-2015 for the implementation of the implementation of the Federal State Educational Standards LLC in the 5th grades. Development of diagnostic tools, including the development of criteria and methods for assessing the formation of universal educational activities. Preparation of questionnaires for students to form a portfolio Carrying out diagnostic measures Processing the results with the identification of shortcomings identified in the process of work, in the methods of conducting 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 MO of subject teachers, parent meetings to summarize the results of diagnostic activities, analyze the information received, issue recommendations.

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In our diagnostic activities, we used modified methods: Diagnostics of civic identity (Vlasova M, Ermakov P,) Diagnostics of moral development - the method of S.V. Molchanova "Justice-Care" modified and simplified in accordance with the periodization and the level of development of the moral consciousness of 5th grade students L. Kolberg. Diagnostics of determining the level of formation of a responsible attitude to learning, the readiness and ability of students for self-development and self-education, the methodology of I.S. Dombrovskaya “Motivation of educational activity. An adapted version for grades 4-6. Methodology "Professional interests and inclinations: an adapted version for grades 4-6" Verbal associative diagnostics of environmental - "EZOP" method S. Deryabo, V. Yasvin Diagnostics for determining the level of attitude to health and awareness of healthy way life - the methodology "Index of attitude to health" S. Deryabo, V. Yasevich.

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The personal actions of UUD provide a value-semantic orientation of students (the ability to correlate actions and events with accepted ethical principles, knowledge of moral norms and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. With regard 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 evaluation of the content to be assimilated. 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 "Reflexive self-assessment of educational activity." UUD: personal actions of self-determination in relation to the standard of the social role "good student"; regulatory actions of evaluating their educational activities. 3. Methodology "Determining the level of school motivation (according to Luskanova)" UUD: actions aimed at determining one's attitude to learning in the middle level and school reality; actions that establish the nature of the motivation for learning. 4. Methodology “Moral dilemmas. "Evaluate the act" "UUD: actions of moral and ethical assessment, taking into account motives and intentions., Mutual assistance in conflict with personal interests 5. Methodology Questionnaire for educational motivation Assessed UUD: action of meaning formation aimed at establishing the meaning of educational activity for the student.

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Regulatory UUD Regulatory actions of UUD provide students with the organization of their educational activities, actions to build life plans; regulation of educational activities; self-regulation of states. Method "Discipline". UUD: the ability to carry out an action according to verbal instructions in order to study the degree of expression of a strong-willed character trait - discipline. Methodology "Numeric Tables" UUD: an action aimed at remembering and retaining instructions in time, the ability to start an action and finish it at the required time, identifying the degree of fatigue, attention stability, performance in dynamics (productivity, workability, mental stability). 3. Methodology "Coding" UUD: sign-symbolic actions - coding (replacement); regulatory actions of control 4. The “Flag of my class” methodology UUD: communicative speech actions (communicative UUD), actions aimed at the ability to work according to the partner’s verbal instructions; action aimed at the formation of arbitrary regulation of behavior (regulatory UUD) your day" UUD: an action aimed at setting goals and building life plans in a time perspective, drawing up a plan and sequence of actions

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Cognitive UUD Cognitive UUD include research activities - 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, the implementation of evidence (manifestation of logical thinking skills). Methodology "Learning to ask questions" UUD - the ability to work with information (in the text); actions to reveal the essence of concepts, manifestation of the skills of applying logical thinking Methodology "Make a word from elements according to the rule" UUD: general educational actions: sign-symbolic, logical, modeling, universal logical - analysis of objects in order to highlight features (essential and non-essential); synthesis - as a compilation of a whole from parts, including self-completion, filling in the missing elements Methodology "Working with metaphors" UUD: actions aimed at processing and structuring information, working with text (semantic reading), determining the main and secondary information (understanding the meaning of the proverb) Methodology "GIT" ( establishment of analogies) UUD: the ability to think by analogy The GIT method (determining the similarities and differences of concepts) UUD: the ability to analyze concepts, compare them based on the identification of essential features The GIT method (execution of instructions) UUD: actions aimed at understanding simple instructions and their implementation

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Communicative UUD Communicative UUD 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 a collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults. In this group of UUD, 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 language means that are 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 partner’s verbal instructions, action aimed at the formation of arbitrary regulation of behavior (regulatory UUD) Methodology “Moral dilemmas. "Evaluate the act" "UUD: actions of moral and ethical assessment, consideration of motives and intentions, mutual assistance in conflict with personal interests Methodology "Apples" UUD - actions aimed at conscious orientation of 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 members of the group. To conduct group diagnostic work, we prepared questionnaires for a psychologist containing instructions for methods, directly methods and criteria for evaluating results. In addition, individual forms for students were developed.

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An example of the results of diagnosing meta-subject results in the framework of class-generalizing control in 2013-2015

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Recommendations for teachers Ways of UUD formation in the educational process. - to develop the ability of students to evaluate their work using the proposed algorithms. - pay attention to the developmental value of any task. - not to compare students with each other, but to evaluate the achievements of each student within the framework of the success of his own activities. - to carry out the connection of educational tasks with the life experience of students. - explain in class new material, involving children in the discovery of additional knowledge. - to teach methods of working in groups, showing ways of making common decisions. - help resolve educational conflicts by showing possible solutions. - pay attention to self-examination. - to 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 according to the algorithm and using non-standard methods of solving educational problems. - use project forms of work in the classroom and extracurricular activities. - learn to make moral choices in various life situations. - show the need for the ability to plan and predict their 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 by modeling an individual educational route providing support, creating a situation of success. - to teach schoolchildren to set goals and look for ways to achieve them, as well as solve problems that arise. - learn how to make a plan of action before starting work. - convey positive values. - learn different ways expressing one's thoughts, the art of arguing, defending one's own opinion, respecting the opinions of others. - to teach ways of effective memorization and organization of activities. - show how to distribute roles and responsibilities, working in a team - actively include everyone in the learning process, as well as encourage learning cooperation between students. - organize work in pairs of shifts, constructive joint activities.

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Recommendations to the teaching staff: 1. When organizing the educational process, take into account the personal characteristics of students. 2. Involve closed, isolated students in pair, group forms of work. Encourage initiative, celebrate achievements in competitive activities, teach to appreciate the success of peers. 3. To increase school motivation: - it is important to compare the student's progress with his own previous achievements, to note his efforts. - to stop ridicule of classmates over failures and erroneous answers. - to form the habit of analyzing the problems that arise in the students' own learning activities, and the conditions associated with different situations school life. 4. To teach children in a team to adequately respond to situations in which the weaknesses of their classmates are manifested.

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Memo for the teacher How to help the student master UUD? Short glossary: ​​Universal learning activities (ULA) - the ability of the subject to 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, the ability to independently acquire new knowledge and skills, including the organization of this process. Universal learning activities (ULA) are divided into four main groups: Communicative ULA - 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 a collective discussion of problems, integrate into a peer group and build productive interactions and collaborations with peers and adults. Personal actions UUD - provide a 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. With regard to educational activity, two types of actions should be distinguished: 1) the action of meaning formation; 2) the action of the moral and ethical evaluation of the content being assimilated. Regulatory actions of UUD - provide students with the organization of 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 UUD - include general educational, logical actions, as well as the actions of setting and solving problems.

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Recommendations for the development of universal educational activities. Personal UUD: 1. Remember that each child is individual. Help to find in him his individual personal characteristics. 2. In the life of a child, at whatever age he is an adult, this is the person who “opens” the real world to him. 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 the data of psychological diagnostics. 4. Remember that the main thing is not the subject you teach, but the personality you form. It is not the subject that forms the personality, but the teacher with his activity 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 main concept (rule) - an example - the meaning of the material) 2. Try to help students master the most productive methods of educational and cognitive activity, teach x to learn. Use schemes, plans to ensure the assimilation of the knowledge system 3. Remember that it is not the one who retells who knows, but the one who uses it in practice. Find a way to teach your child to apply their knowledge. 4. Develop creative thinking by a comprehensive analysis of problems; solve cognitive tasks in several ways, practice creative tasks more often.

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Communicative UUD: 1. Teach the child to express his thoughts. When he answers a question, ask him leading questions. 2. Do not be afraid of "non-standard lessons", try different kinds games, discussions and group work to master the material in your subject. 3. Make an algorithm for retelling the text of the material for students, for following which you will add an additional point, for example. 4. When organizing group work or in pairs, remind the children about the rules for conducting a discussion, a conversation. 5. Teach your child to ask clarifying questions on the material himself (for example, Who? What? Why? Why? Where?, Etc.) ask again, clarify; 6. Study and take into account the life experience of students, their interests, features of development. 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 their actions according to a given pattern and rule. 3. Help your child learn to adequately evaluate his work. Learn to correct mistakes.

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