Tasks the formation of ud to the Russian language. The project "Formation of universal learning activities in Russian language lessons in the first grade". Tasks to exclude excess

Report on the topic:

Formation of UUD at the lessons of the Russian language and literature

Prepared

teacher of Russian language

and literature

Karpova I.V.

2017

In our time - time information technologies and the rapid development of science and technology - a person has to constantly learn and relearn.

The changes that have taken place in the education system last years, led to a rethinking of teaching methods and technologies. The main emphasis is on the development of communications, on the ability of children to establish contact to communicate with other people, the ability to analyze their actions and words, the development of horizons for the ability to interest an interlocutor or listener, as well as the development of logic for a competent and consistent presentation of thoughts.It is logical to call all these skills universal learning activities (UUD).

What is UUD, and what is their significance in education and upbringing? In a broad sense, the term "universal learning activities" means the ability to learn, i.e. the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience.

In a narrower sense, it is a set of ways of a child's actions that allow him to independently acquire new knowledge and skills, to organize this process. Such a definition is given to us by the methodological literature. At the present time, the development of UUD in pedagogy is given great importance.

Functions of universal learning activities include:

Ensuring the child's ability to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, control and evaluate the process and results of activities;

Creation of conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuous education; ensuring the successful assimilation of knowledge, skills and competencies in any subject area.

The formation of UUD is possible not only in the classroom, but also during educational activities. In the materials of the Federal State Educational Standard, the concept of "extracurricular activities" is considered as an integral part educational process, and is characterized as educational activities carried out in forms other than classroom system. For its implementation, various forms:

Excursions, circles, sections, sports, conferences, disputes, olympiads, competitions, competitions, search and scientific and other types.Games, competitions, excursions, etc. are not just collective entertainment, but the main way to achieve certain learning objectives. They must also have a motivegoal and result. Therefore, such a teaching method as educational activities can contribute to the formation of UUD.

We can draw the following conclusion : UUD is not only a formulation of the results of education, but also the results of extracurricular activities. The child must develop and replenish not only his intellectual field, but also develop, as well as the ability and readiness for cooperation, self-education, self-development. This is in the extracurricular activities. All forms of extracurricular activities contribute to the development of a comprehensively developed personality.

The result of education is achieved systematically: at first it is the activity of the teacher, then, together with the pupils, the society is included in the work.

As a result of effective educational activities, we get a positive result - a comprehensively developed personality of the child, which is the goal of the development of UUD.

Universal learning activities can be grouped intofour major block:

Personal 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), as well as orientation in social roles and interpersonal relationships. Applied to learning activities highlightthree types of action :

self-determination personal, professional, lifemeaning formation - the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what stimulates the activity, for the sake of which it is carried out. The student must ask himself the question of “what is the meaning, the meaning of the teaching for me”, and be able to find an answer to it;

moral and ethical orientation - the action of moral and ethical evaluation of the content being digested, providing a personal moral choice based on social and personal values

For the formationpersonal universal learning activities use the followingtypes of tasks:

participation in projects;

creative tasks;

visual, motor, verbal perception of music;

mental reproduction of a picture, situation, video film;

self-assessment of the event, incident;

achievement diaries. (Slide 16)

For the formation of personal universal learning activities in the classroomliterature you can use the following methods:

Let yourself be helped.

Going beyond.

Delayed response.

Catch the error.

Theatricalization.

question for the text.

Commented reading.

The perfect job.

Task "Main idea". 8th grade

Lesson topic: "One-part sentences"

Purpose: to learn to highlight the main idea, to come to an understanding of the need to know the history of your country.

Children receive printed text on task cards:

Read the text aloud:

Is it worth re-reading handwritten books, looking at frescoes blackened by time in long-abandoned churches, thinking about the meaning of an ornament carved on a mossy stone? Is it necessary to preserve log huts, homespun towels? Necessary. A person is not a one-day butterfly, merrily fluttering in the sun, not knowing what will happen tomorrow. In the fate of a person, the past, present and tomorrow are intertwined into a single knot. A person is the son of his time and his country, and the feeling of the Motherland is closely connected with the feeling of history.

(E. Osetrov)

Complete tasks:

Which sentence expresses the main idea of ​​the text?

How should a person relate to his history?

Orally highlight the grammatical foundations in these sentences and determine whether they are two-part or one-part.

Regulatory universal educational activities (organization of skills) - organization of their affairs, problem solving.Ability to organize your work

They reflect the child's ability to build educational and cognitive activity, taking into account all its components (goal, motive, forecast, means, control, evaluation).

Regulatory actions provide students with the organization of their educational activities. These include:

goal setting as setting a learning task based on the correlation of what is already known and learned by the students, and what is still unknown;

Planning - determination of the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;

- forecasting -anticipation of the result and the level of assimilation of knowledge, its temporal characteristics;

The control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard;

Correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its result;

Grade - selection and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation;

Self-regulation as the ability to mobilize forces and energy, to volitional effort(to choice in a situation of motivational conflict) and to overcoming obstacles.

Typical tasks for the formation of regulatory UUD.

Learning activities	Typical tasks
goal setting	Finding an answer to the question “Why do you need to know (be able)?”
Planning	“How to do it?”, “What and how should have been done to get the right result?”
Implementation of educational activities	"Write from memory ...", "Read aloud ...", "Read to yourself ...", search for an extra word
Forecasting	Regulatory forecasting “What do you think, what result can be obtained?”, “Do you think it is enough to know ... to complete the task?”, “What difficulties may arise and why?”
Control and self-control:	Regulatory control and self-control. Tasks such as “A classmate said ... Check: is he right?”, “Is the result obtained as in the sample?”, “Is it done correctly?”, “Can you prove it?”, “Swap notebooks, check with each other”, "Check in a dictionary..."
Correction	Regulatory Corrections "Put the correct order of the sentences in the text"
Grade	Regulatory scores “Evaluate your work in the lesson”, “I liked ...”, “I want to praise myself (or classmates) for that ...”, “I was interested”, “It seemed important to me ...”, “It was a discovery for me ...”, “ Today it was difficult for me ... "
Self-regulation	Regulatory self-regulation. “You can read the encrypted word (reach the top of the mountain) by completing a series of tasks”), psychological training exercises (for example, the setting “One, two, three - listen and look! Three, two, one - we will start now!”) , breathing exercises

For the formationregulatory universal learning activities, the following types of tasks are possible:

"deliberate errors";

search for information in the proposed sources;

mutual control;

mutual dictation;

dispute;

learning material by heart in the classroom;

quiz on a specific issue.

Typical tasks on the formation of regulatory UUD
in Russian lessons

Task "Choose the purpose of the lesson from the proposed phrases." Grade 5

Purpose: the formation of the ability to determine the purpose of the lesson on the topic of the lesson.

The theme of the lesson is "The indefinite form of the verb."

Choose from the proposed phrases the one that, in your opinion, is the purpose of our lesson:

Define the verb.

I like to look for verbs in text.

Learn to identify indefinite verbs, remember which endings an indefinite form can have.

The task "Tell me everything you know about this member of the plan proposal." Grade 5

Topics of the lessons "Subject", "Predicate", "Addition", "Circumstance", "Definition".

Purpose: to develop the ability to correlate the result obtained with the sample, to find and correct errors.

Task: Tell everything you know about the addition (definition, circumstance, etc.) according to the plan:

What it is?

What does it mean?

What question does it answer?

What parts of speech can be expressed?

How is it emphasized?

Is everything correct in your story? (children read the rule in the textbook).

cognitive universal learning activities (intellectual skills) - information processing

Ability to effectively THINK and work with INFORMATION in the modern world

The system of ways of knowing the world around us, building an independent search process, research and a set of operations for processing, systematizing, generalizing and using the information received

independent selection and formulation of the cognitive goal;

search and selection of the necessary information; application of information retrieval methods, including using computer tools:

ability to structure knowledge ;

ability to consciously and voluntarily build a speech statement in oral and written form;

selection of the most effective ways of solving problems depending on specific conditions;

reflection of ways and conditions of action, control and evaluation of the process and results of activities;

semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from the listened texts of various genres; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate evaluation of the language of means mass media;

- staging and formulation problems, independent creation of activity algorithms in solving problems of a creative and exploratory nature.

For the formationcognitive universal learning activities, the following types of tasks are appropriate:

compare;

“find the differences” (you can set their number);

"what does it look like?";

search for excess;

"mazes";

ordering;

"chains";

clever solutions;

drawing up support schemes;

work with different types of tables;

charting and recognition;

work with dictionaries.

Methodological techniques for the formation of cognitive actions

in literature lessons

Reception of modeling.

Surprise.

Fantastic supplement.

Topic intersection.

We repeat with control.

Chain poll.

Poll-total.

Training games.

Yes and no.

Good bad.

Point of view.

Multiscreen layout.

Communicative universal actions (communication skills) - communication with peopleAbility to COMMUNICATE and interact with people

Provide opportunities for cooperation: the ability to hear, listen and understand a partner, plan and coordinate joint activities, distribute roles, mutually control each other's actions, be able to negotiate, lead a discussion, correctly express one's thoughts, support each other and cooperate effectively as a teacher, as well as with peers;independent organization of speech activity in oral and written form.

For the formationcommunicative universal educational activities, the following types of tasks can be offered:

make a task for a partner;

imagine yourself in the role of a teacher and make a task for the class;

write a story on behalf of the hero;

make up a story on behalf of an inanimate object (for example, on behalf of a school desk, on behalf of a dividing soft sign, etc.);

feedback on the work of a friend;

group work on compiling a crossword puzzle;

"guess who we're talking about";

dialogue listening (formulation of questions for feedback);

"prepare a story...";

"describe orally...";

"explain..." etc.

For the formation of communicative UUD, it is advisable to use techniques aimed at comprehending the content of the text:"Reading with stops", "Reading with notes", "Clustering" .

"Reading with stops" opens the possibility of a holistic vision of the work. Sample questions:

What associations do the names and surnames of the characters evoke in you? "Lilac bush" Kuprin, "Undergrowth" Fonvizin)

What did you feel when you read this part. What feelings did you have?

What expectations have been confirmed? What was unexpected?

How do you think the story will end? How would you finish it?

clustering;

discussion;

group form work;

design and research activities;

theatricalization;

reflection;

portfolio

creation of literary works by students.

moral and ethical evaluation of digestible content,

The game is a powerful means of socialization of the child, familiarizing him with the norms and values ​​of society. The game develops empathy in a child - an understanding of the mental state of another person, the ability for an emotional response, empathy. The game also develops reflection, the ability to look at oneself from the outside. A game for children is a source of new emotions, an opportunity to show their ability to think in front of their peers in an informal setting, an opportunity to develop the ability to apply existing knowledge in new conditions, to get a new interesting information. For a teacher, a game is also an opportunity to gain new knowledge, especially if this game is the author's. This is both a source of joy and satisfaction with the results of one's work, a source of discovering something new in one's students.

In our work we use different gaming technologies, such as:

Contests, role-playing games, disputes, tournaments, etc.

It is believed that intellectual games are an important and successful means of forming universal learning activities. What UUD do we develop during the game?

In the field of personal UUD, the following are formed:

The internal position of the student;

Personal motivation of educational activity;

Orientation to moral standards and their implementation.

Cognitive UUDare formed through the analysis of the situation, its assessment, the construction of logical chains of reasoning, the advancement of hypotheses, their justification and the choice of a single version from the team;the ability to consciously and voluntarily build a speech statement in oral and written forms; selection of the most effective ways solving problems depending on specific conditions; reflection of the methods and conditions of action, control and evaluation of the process and results of activities; semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from the listened texts related to various genres; definition of primary and secondary information; through the formulation and formulation of the problem, the independent creation of activity algorithms for solving problems of a creative and exploratory nature

Communicative UUDimpossible without taking into account the position of the team members, the distribution of roles within the team, the ability to listen and engage in dialogue, participate in a collective discussion of the issue;integrate into a peer group and build productive interactions and collaborations with peers and adults.

Regulatory UUDare manifested in the ability to mobilize strength, mind and energy to overcome obstacles in the game, gather in a stressful situation, evaluate their actions after the game (“the pupils’ awareness of what has already been learned and what else needs to be learned”). In the process of preparing for the game and during the game itself, such UUDs as goal-setting, planning, distribution of roles, responsibilities, drawing up a plan and sequence of actions develop. Correction - making the necessary additions to the plan and method of action.

Mastering universal educational actions by students takes place in the context of different educational subjects. It is quite obvious that there is no strict gradation for the formation of a certain type of UUD in the process of studying a particular subject, and cannot be. However, a shift in emphasis is possible. In some topics, great attention may be paid to the formation of some types of UUD, in others - to the formation of others. But in general, on modern lesson All four types of universal educational activities are being formed. From the first minute of the lesson, students are included in the organization of their learning activities (regulatory UUD). These include goal-setting, as setting a learning task (How would you like to see our lesson? What qualities do you need to show in order to get such a lesson?) Further, students, having solved the puzzles, independently formulate the topic of the lesson.

Consistent work on the formation and development of UUD or "Learning skills" in children leads to an increase in the effectiveness of education in general, to a more flexible and durable assimilation of knowledge by students.

So, the main goal today is to teach students the “ability to learn”, to provide any child with the level of development that will allow him to be successful in learning not only at school, but throughout his life. Therefore, the task of creating a bank becomes so important. typical tasks and tasks aimed at the development of UUD.

The main thing for a teacher is to remember that all students are stars, small and big, close and far, but equally beautiful. Each star chooses its own flight path. Every star wants to shine.

The subject "Russian language" provides the formation of personal, cognitive, communicative and regulatory actions. Working with text opens up opportunities for the formation of logical actions of analysis, comparison, establishing cause-and-effect relationships. Orientation in the morphological and syntactic structure of the language and the assimilation of the rules for the structure of words and sentences, the graphic form of letters ensures the development of sign-symbolic actions - substitution (for example, sound with a letter), modeling (for example, the composition of a word by drawing up a diagram) and model transformation (modification of a word ).

UUD in Russian language lessons in elementary school are:

The ability to use the language to find the necessary information in various sources to solve educational problems;

Ability to navigate the goals, objectives, means and conditions of communication;

The ability to choose adequate language tools for the successful solution of communicative tasks (dialogue, oral monologues, written texts), taking into account the characteristics of different types of speech and communication situations;

Striving for a more accurate expression of one's own opinion and position; the ability to ask questions.

In elementary education, the subject "Russian language" occupies a leading place, since success in learning the Russian language largely determines the results of a student's learning in other school subjects, and also ensures the success of his "residence" in a children's society.

Let's consider each type of UUD separately.

Formation of personal UUD:

The student will learn or will have the opportunity to learn how to take a cognitive initiative in helping fellow students (a system of tasks that orients the younger student to help the heroes of the textbook and the classmate).

Formation of regulatory UUD:

The student will learn or get the opportunity to learn to control his activity in the course or results of completing the task (a task system that guides the younger student to check the correctness of the task according to the rule, algorithm, using a table, drawings in the Russian language lesson, etc.).

Formation of communicative UUD:

The student will learn or have the opportunity to learn to cooperate with a classmate, with a comrade in a group.

Formation of cognitive UUD:

The student will learn or have the opportunity to learn:

Formulate a rule based on the selection of essential features;

Complete tasks using material objects, schemes;

Compare, classify, choosing the most effective solution or the correct answer;

Build an oral explanation according to the proposed plan;

Build a logical chain of reasoning

The results of mastering the Russian language program by graduates elementary school there will be personal, meta-subject and subject results. Personal results: understanding of language as the main means of human communication; positive attitude to the study of the Russian language, understanding of its richness, recognition of oneself as a native speaker of this language; accepting the idea that correct, accurate verbal and written language are indicators of human culture; the emergence of a desire to skillfully use the language, the emergence of elements of a conscious attitude to one's speech.

Metasubject results:

Regulatory UUD (provide the ability to regulate their activities): understand, accept and maintain the learning task; act according to the plan and plan their learning activities; control the process and results of activities, make adjustments; adequately assess their achievements, be aware of the difficulties that arise and try to look for ways to overcome them.

Cognitive UUD: seek, receive and use information: be aware of the cognitive task; read and listen, extracting the necessary information, correlate it with existing knowledge, experience; capture information in a variety of ways; understand information presented in different forms: pictorial, schematic, model; use various dictionaries, reference books available in the textbook; find the necessary information in them; perform logical actions with language material: analyze, synthesize, compare, classify, generalize; bring under the concept, prove, draw conclusions, etc.

Communicative UUD: be aware of speech (speaking, listening, writing, reading) as a way of oral and written communication of people; participate in a dialogue, in a general conversation, following the accepted rules of speech behavior, culture of speech; understand the dependence of the nature of speech on the situation of communication, try to build their dialogic and monologue statements, choosing for them the means of language, taking into account this situation and specific speech tasks.

Subject results of mastering the course of the Russian language: mastering the initial ideas about the means of the language and the possibilities of their use in speech; mastering the basic concepts and rules from the field of phonetics, graphics, morphemics, grammar, spelling, speech culture, text theory (in the amount studied); the ability to find, compare, classify, characterize various units of the language (sounds, letters, words, sentences), while considering them from a specified point of view (for example, a word: in terms of sound-letter composition, structure, belonging to one or another part speech, role in the sentence); the ability to construct units of a higher level (words, phrases, sentences, texts), as well as to create their own statements for a specific communication situation, including small texts of certain genres (in the volume of the studied); the ability in the process of writing to punctuate correctly (within the mastered limits) to formulate thoughts, as well as to notice spellings, to be aware of one’s difficulties, to solve spelling problems (including using a dictionary), and in unknown cases, in a mastered way (using the “window”) “leave” from a spelling mistake; check what is written and carefully (if necessary) make adjustments.

Thus, we can draw the following conclusions:

1. Universal learning activities are defined as a set of student actions that ensure his ability to independently acquire new knowledge and skills, including the organization of this process.

2. Federal State Educational Standard for Primary general education identifies such types of universal learning activities as personal, regulatory, cognitive and communicative.

3. The subject "Russian language" occupies a leading place in primary education, since it is aimed at the formation of functional literacy junior schoolchildren. Success in learning the Russian language largely determines the quality of a child's preparation in other school subjects. In particular, in the lessons of the Russian language there is an opportunity to most effectively organize the work on the formation and development of cognitive, regulatory and communicative universal actions.

4. The ability to learn is a significant factor in increasing the efficiency of students' mastering of subject knowledge, including knowledge of the Russian language, as well as the formation of skills and competencies, the image of the world and the value-semantic foundations of personal moral choice.

The priority direction of the Federal State Educational Standards is the implementation developing potential of general secondary education, relevant and new challenge– ensuring the development of universal educational activities as psychological component of the fundamental core of the content of education, along with the traditional presentation subject content of specific disciplines. “The most important task of the modern education system is the formation of a set of “universal learning activities” that provide the competence to “teach to learn”, the ability of an 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."

Universal learning activities were developed by a group of psychologists under the guidance of Corresponding Member of the Russian Academy of Education, Professor of Moscow State University A.G. Asmolov. Methodological and theoretical basis UUD is a system-activity approach of L.V. Vygotsky, A.N. Leontiev, P.Ya. Galperin, D.B. Elkonina, A.V. Zaporozhets, V.V. Davydov. The term "universal learning activities" can be defined as a set of student's ways of action that ensure his ability to independently master new knowledge and skills, including the organization of this process.

In these approaches, learning activity itself becomes the subject of assimilation. The concept of universal learning activities takes into account the experience of the competence-based approach, in particular, its emphasis on the achievement by students of the ability to effectively use the acquired knowledge and skills in practice. The system-activity approach involves the analysis of the types of leading activities (playing, learning, communication), the allocation of universal learning activities that generate competencies, knowledge, skills and abilities. The development of universal educational activities “is built according to the formula: from action to thought”.

In the federal state educational standards It is noted that the activity approach "allows to identify the main results of training and education, expressed in terms of the key tasks of the development of students and the formation of universal methods of educational and cognitive actions, which should be the basis for choosing and structuring the content of education." In this regard, the emphasis here is on such types of development as personal, social, cognitive, communicative.

So personal development is based on the readiness and ability of students for self-development and realization of creative potential in spiritual and subject-productive activities, high social and professional mobility based on continuous education and competence "be able to learn". In addition, personal development provides for: “the formation of the image of the world, value-semantic orientations and moral foundations of personal moral choice; development of self-awareness, positive self-esteem and self-respect, readiness to openly express and defend one's position, criticality to one's actions.

Under social development The standards imply “the formation of Russian and civil identity on the basis of students' acceptance of democratic values, the development of tolerance for life in a multicultural society, the education of patriotic convictions; mastering the basic social roles, norms and rules”.

cognitive development characterized not only by the formation of a scientific picture of the world among students, but also by the development of the ability to “manage their cognitive and intellectual activity”; mastering the “methodology of knowledge, strategies and methods of knowledge and teaching”; the development of "logical, creative thinking, productive imagination, arbitrary memory and attention, reflection."

And finally communication development is defined in the Standards as “the formation of communication competence, including the conscious orientation of students to the position of other people as partners in communication and joint activities, the ability to listen, conduct a dialogue in accordance with the goals and objectives of communication, participate in a collective discussion of problems and decision-making, build a productive cooperation with peers and adults based on mastery of verbal and non-verbal means of communication…”

The Russian language provides the formation of cognitive, communicative and regulatory actions. Mastering universal learning activities (personal, regulatory, cognitive, communicative) gives students the opportunity to independently successfully master new knowledge, skills and competencies based on the formation of the ability to learn.

An effective means of achieving the planned meta-subject results is the systematically organized work with reference materials. Frequent treatment to dictionaries and reference books forms information cognitive UUD in students. To find this or that word, for example, dictionaries located at the end of the textbook on the Russian language (spelling, spelling, explanatory) allow. The systematic use at any stage of the lesson of tasks that require reference to the dictionary will develop in children the habit of constantly referring to them outside the lesson.

Communicative actions, providing opportunities for cooperation (the ability to hear, listen and understand a partner, plan and coordinate joint activities, distribute roles, mutually control each other's actions, be able to negotiate, lead a discussion, correctly express one's thoughts, support each other, cooperate effectively as with a teacher and with peers.In my lessons I often use group forms of work, which helps to develop the ability of students to perform various roles in a group, to cooperate in joint problem solving;
defend and argue your point of view, observing the rules of speech etiquette; be critical of one's own opinion, negotiate with people of other positions, understand the point of view of another;
anticipate the consequences of collective decisions.

Based on the material of Russian language textbooks, personal actions aimed at understanding, researching and accepting life values ​​and meanings, which allow you to orient yourself in moral norms, rules, assessments, develop your life position in relation to the world, people around you, yourself and your future. In addition, such forms as ethical conversations and tournaments of experts help in the formation of personal UUD. A great help in our school is the conduct of collective creative work, for example, in parallel. An interesting event this year was the literary drawing room on the theme “Don stories of M.A. Sholokhov”. The joint activity of teachers working in the 6th grade, the cooperation of students and teachers made it possible for students to form a love for Russia for their small homeland, nature, and family. Such concepts as “peace”, “justice”, “desire to understand each other”, “trust in people”, “mercy”, “honor” and “dignity” sounded in a new way. The stories of the writer-countryman bring up respect for their people, the development of tolerance, help to comprehend the life situations and actions of the heroes of literary texts from the point of view of universal norms, moral and ethical values ​​of a citizen.

Working with text opens up opportunities for the formation logical actions analysis, comparison, establishing cause-and-effect relationships. Orientation in the morphological and syntactic structure of the language and the assimilation of the rules for the structure of words and sentences, the graphic form of letters ensures the development of sign-symbolic actions of substitution (for example, sound with a letter) modeling (for example, word composition by drawing up a diagram) and model transformation (word modification).

Grouping is a favorite activity for my sixth graders.

The goal is to improve the spelling literacy of students and develop the ability to establish causal relationships between individual linguistic phenomena, to find a generalized meaning.

While grouping, the student encounters many words in which he must recognize several spellings, offer several answers and at the same time comprehend the connections between individual linguistic phenomena. At the same time, such material is selected for grouping exercises so that it is possible to consider linguistic phenomena from different points of view, to work out logical and grammatical operations on the classification of linguistic material.

Exercise. Group the words according to a certain attribute. Suggest several options for grouping.

Uncle, onlooker, great-grandfather, aunt, half-educated, crybaby, great-grandmother, sweetheart, old woman, crammer.

As a result, the proposed words are grouped:

• by the presence of voiced, deaf consonants at the beginning of a word;
• by gender (general nouns, masculine and feminine);
• by the presence of spelling;
• by the number of syllables.

Tasks to eliminate the superfluous.

The goal is to assimilate a large amount of knowledge of language material by students on the basis of establishing links between its individual elements, phenomena, to develop step-by-step operational skills for transferring knowledge to other areas and constructing evidence-based monologue statements.

The methodology for carrying out this type of task is well known.

Prepare for the State final certification in the 9th grade, we started from the 5th grade, in connection with this, such a task as an educational linguistic task. A frequent guest at the Russian language lesson. The purpose of performing such tasks is to master the theoretical language material at a high level of difficulty, to develop the ability to further apply the theory in the analysis of linguistic phenomena, as well as to increase speech activity based on comparison, analysis and synthesis in describing the object under study.

This is a special type of exercises in the Russian language, the implementation of which takes place in two (or more) actions in the conditions of independent cognitive activity of students, including:
1) analysis of intra-subject communications of the language;
2) reasoning-proof;
3) withdrawal;
4) phased self-control;
5) verification of the solution.

Regulatory UUDs are the ability of students to organize their learning activities. Various creative educational tasks help me with this, practical work. Every lesson I put problem situations that the guys successfully solve. In addition, project and research activities are of great help.

As a result, I can say that the children (of course, not all of them) can accept and independently set new learning tasks, choose conditions, a method of action, monitor and evaluate its implementation.

My students learn to plan ways to achieve their goals; adequately assess the degree of objective and subjective difficulty in fulfilling the learning task; make appropriate adjustments to the process of completing the learning task; make decisions in a problem situation on the basis of negotiations.

Cognitive UUD include general educational, logical, actions of setting and solving problems. Here I use tasks of a creative and exploratory nature (problem questions, learning tasks or problem situations); discussions, conversations, observations, experiments, practical work; essays on a given topic and editing; semantic reading and extracting the necessary information.

Designing lessons on the formation of UUD is not an easy task, but today it is a requirement of the time. And we must keep up with the times so that children are in demand, as modern society asks for a learner who is able to learn independently and relearn many times throughout his life.

In creating conditions for the formation and development of UUD in the main school, the following aspects should be taken into account:

1. Reliance on competency-based and system-activity approaches in teaching.
2. Accounting for the characteristics of adolescence.
3. The use of an integrative approach in teaching students, which creates a holistic view of the world and contributes to the formation of meta-subject competencies.
4. Using the creative potential of the teaching staff of the school.

Formation of universal learning activities

at the lessons of the Russian language and literature

The peculiarity of the modern world is that it is changing at an ever faster pace. Every ten years the amount of information is doubling. As a result, the knowledge that students received at school becomes obsolete after a while and needs to be corrected, and the person finds himself in a difficult situation, because he was not taught the “ability to learn” at school, but only given a certain set of knowledge that is rapidly becoming obsolete in our age. information technologies. Therefore, learning outcomes not in the form of specific knowledge, but in the form of the ability to learn are becoming more and more in demand today.

In this regard, the priority direction is to ensure the development potential of new educational standards.

The VGOS of the new generation at all levels of education puts forward as a priority a personality-oriented, systemic-activity approach that determines the structure of students' activities, as well as the main psychological conditions and mechanisms for the process of mastering knowledge. Personal development in the education system is ensured primarily by the formation of universal educational activities (UUD).Universal learning actions are understood as the ability to learn, that is, the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience.

There are the following types of universal educational activities:

Personal.

Regulatory.

Cognitive.

Communicative.

Of course, all four types of actions should be equally implemented in the lesson. Each school subject has its own unique characteristics. Accordingly, the formation of universal learning activities should be implemented in accordance with these features..

An important quality of modern children is a stronger sense of their "I" in the world. The consequence of this is a freer and more independent behavior than that of children in years gone by.

In the era of the Internet, schoolchildren develop "clip thinking", which requires a dynamic and dosed presentation of material in the form of hypertext. With clip thinking the world turns into a mosaic of disparate, little interconnected facts. In this regard, students can hardly understand the topic and the main idea of ​​the text, perceive the work of art superficially, do not see the subtext and deep meaning.

Today, teenagers spend more and more time in front of TV screens and computers. From the cradle surrounded by electronics, schoolchildren are well versed in new technologies and are intolerant of the technical incompetence of others. Adolescents have a pragmatic attitude towards the use of new information technologies: they “get”, “download” information. Information is perceived by them as a draw, they do not look at the authors of the information found. Artworks fiction remain in their minds outside the author and the time of creation of the story or novel, and at the same time, the chronological aspect of the analysis fades into the background. Individual pragmatism very quickly wins positions in the minds of schoolchildren. Students "learn" only those subjects that they need for later life.

According to the degree of popularity, the activities of today's teenagers in their free time, for example, on weekends, are arranged in the following sequence: watching TV, listening to music, playing on the computer, talking with friends on the phone, reading. It follows that they come unprepared to literature lessons, where they need to read the text in advance, which slows down the educational process.

Today's students expect all classes to be easy and fun. Students want to get good grades with a minimum of effort.

In general, a modern student is an active participant in the socio-cultural educational space. modern school, the activity of which is due to the state of success in a particular field of activity.

general characteristics Russian language as a school subject

The Russian language as an academic subject is the basis of schoolchildren's education. Opening access to obtaining knowledge in all other subjects of the school course, forming the skills and abilities necessary for education and self-education, the subject “Russian language” itself is of great cognitive importance. It is he who brings children to the understanding of such an important phenomenon of reality as language, to the awareness of the basic language means (phonetic, lexical, grammatical). In the Russian language lessons, children master four types of speech: reading, writing, speaking, listening. Here, schoolchildren are aware of the relationship between form and meaning, develop logical thinking, get an idea about the development of the language, get acquainted with new and obsolete words, etc.

At the lessons of the Russian language, serious educational tasks are solved, children have a sense of pride in the beautiful and powerful Russian language; the development of the ability to analyze leads to a responsible attitude in the choice of words, to the correctness and literacy of speech.

The specificity of the Russian language as an academic subject lies in the fact that, firstly, it is a subject of study, and secondly, a means of studying all other school subjects. The leading direction in the study of the Russian language is the development of all forms of mental and speech activity of schoolchildren based on a sense of language and the maximum use of coherent texts.

General characteristics of literature as a school subject

Literature - basic academic discipline, which forms the spiritual image and moral guidelines of the younger generation. It has a leading place in the emotional, intellectual and aesthetic development of the student, in the formation of his worldview and national identity, without which the spiritual development of the nation as a whole is impossible. The specificity of literature as a school subject is determined by the essence of literature as a cultural phenomenon: literature explores the world aesthetically, expressing the richness and diversity of human existence in artistic images. It has a great power of influencing readers, introducing them to the moral and aesthetic values ​​of the nation and humanity.

The basis of the content of literature as an academic subject is the reading and textual study of works of art, which make up the golden fund of Russian classics. Each classical work is always relevant, as it is addressed to eternal human values. The student comprehends the categories of goodness, justice, honor, patriotism, love for a person, family; understands that national identity is revealed in a broad cultural context. A holistic perception and understanding of a work of art, the formation of the ability to analyze and interpret a literary text is possible only with an appropriate emotional and aesthetic reaction of the reader. Its quality directly depends on the reader's competence, which includes the ability to enjoy works of verbal art, a developed artistic taste, the necessary amount of historical and theoretical and literary knowledge and skills that meet age characteristics student.

Mastering literature as an academic subject is the most important condition for a student's speech and linguistic literacy. Literary education contributes to the formation of his speech culture.

Personal universal learning activities in the system of school education

Personal universal learning activities 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 personal actions should be distinguished:

personal, professional, life self-determination;

meaning formation, i.e.atThe student must be wondering:what meaning and meaning does the teaching have for me? and be able to answer it.

moral and ethical orientation, including the evaluation of the content being assimilated (based on social and personal values), which ensures a personal moral choice.

Personal UUDs include:

positive attitude to learning, to cognitive activity;

the desire to acquire new knowledge, skills, improve existing ones;

be aware of your difficulties and strive to overcome them;

master new activities;

participate in the creative, creative process;

awareness of oneself as an individual and at the same time as a member of society, recognition for oneself of generally accepted moral and ethical standards, the ability to self-evaluate one's actions and deeds;

awareness of oneself as a citizen, as a representative of a certain people, a certain culture, interest in and respect for other peoples;

striving for beauty, willingness to maintain the state of the environment and one's health.

In the Russian language lessons, personal UUDs develop thanks to the texts given in textbooks, presentations, on pre-prepared cards, when writing essays and presentations. These texts can be moral, moral, patriotic, ethical and other content. Thus, personal actions are developed and formed, aimed at understanding and accepting life values which allow you to find your place in life, navigate in moral standards. Starting to perform these exercises, to analyze these texts, children, with the help of a teacher, give a moral assessment of the content of these exercises.

The following types of tasks are used to form personal universal educational actions:

participation in projects;

creative tasks;

visual, motor, verbal perception of music;

mental reproduction of a picture, situation, video film;

self-assessment of the event, incident;

achievement diaries.

To form personal universal learning activities in literature lessons, you can use the following techniques:

Let yourself be helped.

Going beyond.

Delayed response.

Catch the error.

Theatricalization.

question for the text.

Commented reading.

The perfect job.

Regulatory UUD provide students with the organization of their educational activities. These include:

goal setting as setting a learning task based on the correlation of what is already known and learned by students, and what is still unknown;

planning - determination of the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;

forecasting - anticipation of the result and the level of assimilation of knowledge, its temporal characteristics;

the control in the form of comparing the method of action and its result with a given standard in order to detect deviations and differences from the standard;

correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its result; making changes to the result of their activities, based on the assessment of this result by the student, teacher, comrades;

grade - highlighting and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation; performance evaluation;

self-regulation as the ability to mobilize forces and energy, to volitional effort (to make a choice in a situation of motivational conflict) and to overcome obstacles.

For the formationregulatory universal learning activities, the following types of tasks are possible:

"deliberate errors";

search for information in the proposed sources;

mutual control;

mutual dictation;

dispute;

learning material by heart in the classroom;

"I'm looking for mistakes";

quiz on a specific issue.

Methodological techniques for the formation of regulatory actions

in literature lessons

Z-X-U (we know, we want to know, we learned and it remains to find out).

Insert.

Create a passport.

Zigzag.

Backpack.

question for the text.

Trap tasks.

Justified refusal to perform tasks.

Multiple choice.

Creation of a "helper" to check the work.

Cognitive UUD include:general educational, logical educational activities, as well as the formulation and solution of the problem.

General educational universal actions:

independent selection and formulation of a cognitive goal;

search and selection of the necessary information; application of information retrieval methods, including using computer tools;

structuring knowledge;

conscious and arbitrary construction of a speech statement in oral and written form;

selection of the most effective ways of solving problems depending on specific conditions;

reflection of the methods and conditions of action, control and evaluation of the process and results of activities;

semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from the listened texts of various genres; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media;

statement and formulation of the problem, independent creation of activity algorithms in solving problems of a creative and exploratory nature.

Boolean generic actions:

analysis of objects in order to highlight features (essential, non-essential);

synthesis - the compilation of a whole from parts, including independent completion with the completion of the missing components;

choice of grounds and criteria for comparison, seriation, classification of objects;

subsuming under the concept, derivation of consequences;

establishing cause-and-effect relationships, representing chains of objects and phenomena;

construction of a logical chain of reasoning, analysis of the truth of statements;

proof;

hypotheses and their justification.

Statement and solution of the problem:

Formulation of the problem;

Independent creation of ways to solve problems of a creative and exploratory nature.

For the formationcognitive universal learning activities, the following types of tasks are appropriate:

compare;

“find the differences” (you can set their number);

"what does it look like?";

search for excess;

"mazes";

ordering;

"chains";

clever solutions;

drawing up support schemes;

work with different types of tables;

charting and recognition;

work with dictionaries.

Methodological techniques for the formation of cognitive actions

in literature lessons

Reception of modeling.

Surprise.

Fantastic supplement.

Topic intersection.

Let yourself be helped.

We repeat with control.

Chain poll.

Poll-total.

Training games.

Yes and no.

Good bad.

Point of view.

Multiscreen layout.

Communicative UUD provide social competence and consideration of the position of other people, partners in communication or activities, the ability to listen and engage in dialogue; participate in a group discussion of problems; integrate into a peer group and build productive interactions and collaborations with peers and adults.

Communication activities include:

planning educational cooperation with the teacher and peers - determining the purpose, functions of participants, ways of interaction;

posing questions - proactive cooperation in the search and collection of information;

conflict resolution - identification, identification of the problem, search and evaluation of alternative ways to resolve conflicts, decision-making and its implementation;

management of the partner's behavior - control, correction, evaluation of his actions;

the ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; possession of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language, modern means of communication.

For the formationcommunicative universal educational activities, the following types of tasks can be offered:

make a task for a partner;

imagine yourself in the role of a teacher and make a task for the class;

write a story on behalf of the hero;

make up a story on behalf of an inanimate object (for example, on behalf of a school desk, on behalf of a dividing soft sign, etc.);

feedback on the work of a friend;

group work on compiling a crossword puzzle;

"guess who we're talking about";

dialogue listening (formulation of questions for feedback);

"prepare a story...";

"describe orally...";

"explain..." etc.

For the formation of communicative UUD, it is advisable to use techniques aimed at comprehending the content of the text:"Reading with stops", "Reading with notes", "Clustering" .

"Reading with stops" opens the possibility of a holistic vision of the work. Sample questions:

What associations do the names and surnames of the characters evoke in you?

What did you feel when you read this part. What feelings did you have?

What expectations have been confirmed? What was unexpected?

How do you think the story will end? How would you finish it?

clustering;

discussion;

group form of work;

design and research activities;

theatricalization;

reflection;

portfolio

creation of literary works by students.

Thus, the modernization of education confronts the secondary teacher secondary school task of rethinking pedagogical activity, revising approaches and methods of teaching, using a set of tools that form universal learning activities that will help the student become a full-fledged social personality, striving to realize their potential, able to make an informed and responsible choice.