Under the universal learning activities should be understood as a system of ways to study the world around us, to create an independent process of research, search. This is a complex of operations for systematization, processing, generalization and subsequent application of the information received. Let us further consider how the formation of cognitive UUD in modern pedagogical practice takes place.
General information
UUD is a set of generalized student actions, skills and abilities associated with them. They provide the ability for independent assimilation of new information, skills, knowledge, conscious and active acquisition of social experience, self-improvement. Its integrative nature makes it possible to define the considered system of universal actions as a key competence. Through it, the "ability to learn" is provided. Key competence is defined by Bondarevskaya as a system of knowledge and skills that is personally conscious, included in subjective experience, has an individual meaning, and has universal significance. This ismeans that it can be applied in various activities in the process of solving many vital problems.
Classification
Developers of GEF distinguish the following types of UUD:
- Regulatory.
- Educational.
- Communicative.
- Personal.
The latter give meaning to the learning process. They are aimed at the acceptance, awareness of schoolchildren of life values. Thanks to them, students can navigate the moral rules and norms. Regulatory actions ensure the organization of educational activities. This is achieved through setting goals, forecasting and planning, monitoring and correcting actions, as well as evaluating the effectiveness of assimilation. Communicative UUDs provide collaboration. It involves the ability to listen, understand, plan and carry out joint activities in a coordinated manner. Communication in actions allows you to effectively distribute rodi, establish mutual control of actions. As a result, students gain the skills to conduct a discussion and reach consensus.
Educational UUD
This direction includes logical, general educational actions, formulation and solution of the problem. For a modern student, it is extremely important to be able to navigate the flow of information that he receives in the course of training. To effectively acquire knowledge, it is necessary to process and assimilate the material, search for missing information, and comprehend texts. The student must be able to choose the mosteffective methods of solving problems taking into account specific conditions, control and evaluate the process and results of their activities, reflect on the methods and circumstances of actions, as well as formulate and pose problems.
Structure
Cognitive UUD in the classroom involves the following skills:
- Read and listen, selecting the necessary information, find it in additional sources, textbooks, notebooks, literature.
- Be aware of the task.
- Perform analytical, synthesizing, comparative, classification operations, formulate cause-and-effect relationships, draw conclusions, generalizations.
- Perform cognitive UUD in mental and materialized forms.
- Understand information presented in a model, schematic, pictorial form, use sign and symbolic means in solving various problems.
Techniques
The formation of cognitive UUD in the classroom is carried out by selecting tasks for which the correct results of the solutions cannot be found ready-made in the textbook. Along with this, there are hints in the illustrations and texts, using which the student can correctly solve the problem. As part of the search and selection of the necessary information, structuring knowledge, various pedagogical techniques are used. With their help, cognitive UUD are formulated and improved. Math is a subject that can be used:
- "Own examples". Students come up with tasks, prepare examples based on new material,offer ideas for further application of the information received.
- "Helping the teacher". The teacher makes the most of the circumstances in which children can help him. For example, the teacher invites them to voluntarily develop material for subsequent use in the classroom. For example, these could be assignments for a test.
Cognitive UUD: "Russian language"
One of the frequently used techniques is the control repetition technique. Children make lists of questions on the entire topic studied. Some students ask questions, while others (on the call of a questioning classmate or teacher) answer. You can also hold a competition for the best list. For example, when learning nouns, children ask the following questions:
- What is a noun?
- What does it mean?
- What nouns characterize animate objects?
- How do nouns change?
- What questions can inanimate nouns answer?
- How is gender determined?
- What are the spelling rules for proper names?
Control
Cognitive UUD in math classes, for example, could include:
- Training tests. The teacher conducts them in the usual way, however, the grades are put in the journal at the request of the students.
- Blitzcontrollers. Within 7-10 minutes, the teacher conducts a written survey in a quickpace. Thus, the level of assimilation of skills that are necessary for subsequent effective work is determined. The answers can be given to the teacher. Self-testing is also effective in this case, when the teacher shows or dictates the correct answers. In such blitz-controls, it is very important to establish the norms by which the assessment will take place. For example, if out of 7 tasks 6-7 are correct, then the score is 5, if 4 are correct, then, respectively, 4.
- Poll-result. Toward the end of the lesson, the teacher asks questions that encourage reflection. Children themselves can also formulate questions.
Simulation
These are special cognitive UUD, which include sign and symbolic actions. For example, when studying the human body, students present its models made independently. Sign-symbolic cognitive UUD in mathematics lessons can include the construction of logical schemes and chains of reasoning, summarizing given concepts, deriving consequences.
Games
The "yes and no" game contributes to linking disparate facts into one whole. Cognitive UUD of this type put children in an active position. They learn to systematize the information received, listen and delve into the words of classmates. The essence of the game is that the teacher thinks of an object, a number, or some historical / literary hero. Students need to know it. In doing so, they may ask questions that require “yes” or “yes” answers."No". The story "in a chain". The teacher starts the survey with one student. At a certain point, he interrupts him with a gesture, inviting another child to continue.
Creating algorithms
Cognitive UUD in the classroom contribute to solving problems of a search and creative nature. In the process of studying topics, the teacher can use the following techniques:
- Fantastic supplement. Telling the topic, the teacher can, for example, transfer a literary or real hero in time, exclude him from the work. As a "fantastic element" may be the addition of a hero, followed by an analysis of the alleged events. It will be interesting to consider any situation from an extraordinary point of view, for example, through the eyes of an ancient Egyptian or an alien.
- Intersection of topics. The formation of cognitive UUD may involve inventing or selecting tasks, examples, questions by which the material presented in the current lesson is associated with the previously studied.
Amazing Facts
Cognitive UUD in elementary school is of particular importance. The teacher finds such a plane of consideration of the subject, within which ordinary things become amazing. In this case, we are talking about posing a problem, creating a contradictory situation and understanding it by students. So, for example, using cognitive UUD in elementary school, you can effectively present material on the topic "water". teachertells an interesting story that in one African country children are read about an amazing country where people can walk on water, and this is true. The teacher invites the students to look out the window, behind which it is snowing. Thus, the teacher explains the different states of water and its properties.
Design
The techniques that it includes act as the most effective cognitive UUD of younger students. From the 3rd grade, children learn how to create presentations on the computer. They are also given tasks to compile electronic photo albums, record films on the topics studied. Designing can be used in different lessons: math, the world around us, reading, and so on.
Results of using actions
In the work of a teacher, it is important not only to apply, but also to constantly develop cognitive UUD. With the regular use of certain techniques, both discussed above and compiled independently, there is an intensive professional growth of the teacher. Such pedagogical work ensures the formation in children of the ability for self-improvement and self-development through the acquisition of new experience. Accordingly, there is progress in the learning activities of the students themselves. Improving the ability to acquire knowledge, in turn, acts as a key competency of the student in the framework of the implementation of the Federal State Educational Standard.
Approaches used
Currently, methods for the formation of cognitive UUD are considered by such figures as Peterson, Volodarskaya,Karabanova, Burmenskaya, Asmolov. Peterson's conceptual idea, for example, is that universal learning activities are created just like any other skill. The latter, in turn, goes through several stages:
- Situational vision, initial experience and motivation.
- Getting knowledge and the method of implementing the action.
- Practice in applying the information received, correction and self-control.
- Checking the ability to perform actions.
The same path, according to Peterson, students go through when forming UUD.
Problem Statement
To teach a student to formulate and set a task, you need:
- Create the ground for experience and problem detection.
- Explain the concept.
- Explain the importance of your own ability to formulate and pose problems.
- Explain how to identify and create a problem.
A child should be able to consciously formulate problems. At the end of theoretical and practical knowledge, the acquired knowledge is monitored.
Specifics
Achieving the goal - the ability to formulate and pose problems - does not happen in one lesson. The problem can be solved only through the systematic systematic use of problem-dialogical, activity-based methods. Their use will allow to form the necessary cognitive UUD in children. In a book on research learning methodology, Savenkov treats the problem as an uncertainty,difficulty. To eliminate it, it is necessary to take actions focused on the study of all the elements associated with the situation that has arisen. In this publication, there are tasks that allow you to develop the ability to see, detect a problem, put forward various hypotheses, formulate questions, make generalizations, and conclusions. It is extremely important for a teacher to develop a system of thoughtful tasks, exercises, and control activities.
Inductive method
At the stage of designing a way out of a difficult situation, the teacher forms cognitive UUD in students. In particular, general educational activities are being created. They include sign and symbolic UUD - modeling the situation and getting out of it. In the process, the most effective solutions to the tasks set are selected, taking into account specific conditions. It follows from this that most of the information that is to be studied, for example, in the lessons of the surrounding world, should be entered by the inductive method. It involves observation, comparison of paintings, drawings, photographs, the implementation of the proposed tasks, the decision directly in the process of studying the difficult situations that have arisen. Problematic and inductive approaches that require children to think and make arguments contribute to the formation and improvement of cognitive ELC.
Conclusion
The formation of UUD is today considered one of the priority areas of modern education. The standards that were in force in the past focused on the subject content of the learning process. The basis of education wasthe amount of skills, abilities, knowledge that a child should master. Modern practice shows that the requirements set for the level of training in specific subjects do not guarantee successful socialization of the student after graduation. Supra-subject skills to independently organize their own activities are of key importance.
