Formation of universal learning activities of various types. What is oud and why are they needed. What is fgos

As part of the main types of universal educational activities that correspond to the key goals of general education, four blocks can be distinguished: 1) personal; 2) regulatory (including also self-regulation actions); 3) cognitive; 4) communicative.

Personal actions provide a value-semantic orientation of students (knowledge of moral norms, the ability to correlate actions and events with accepted ethical principles, 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- the establishment by students of a connection between the purpose of educational activity and its motive, between the result of learning and what motivates the activity, for the sake of which it is carried out. The student must ask himself: what is the significance and meaning of the teaching for me? and be able to answer it;

- moral and ethical orientation, including the evaluation of digestible content (based on social and personal values), providing a personal moral choice.

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- 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;

- 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.

Cognitive universal actions include: general educational, logical, 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 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;

Choosing the most effective ways to solve problems depending on specific conditions;

Reflection of 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.

Sign-symbolic actions constitute a special group of general educational universal actions:

Modeling - the transformation of an object from a sensual form into a model, where the essential characteristics of the object (spatial-graphic or sign-symbolic) are highlighted;

Transformation of the model in order to identify the general laws that define this subject area.

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;

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

Summing up under the concept, derivation of consequences;

Establishment of causal relationships;

Building a logical chain of reasoning;

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.

Communicative actions provide social competence and consideration of the position of other people, partners in communication or activity; 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;

Asking 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 the conflict, decision-making and its implementation;

Managing 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.

The development of a system of universal educational activities as part of personal, regulatory, cognitive and communicative activities 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. The learning process sets the content and characteristics of the child's educational activity and thereby determines the zone of proximal development. the indicated universal educational actions (their level of development corresponding to the “high standard”) and their properties.

Essential for the formation of communicative universal actions, as well as for the formation of the personality of the child as a whole, is the organization of joint work of students in a group. The following are the benefits of working together:

The volume and depth of understanding of the assimilated material increases;

Less time is spent on the formation of knowledge, skills and abilities than with frontal learning;

Some disciplinary difficulties are reduced (the number of students who do not work in the classroom, who do not do their homework is reduced);

Reduced school anxiety

Increases cognitive activity and creative independence of students;

The cohesion of the class is growing;

The nature of the relationship between children is changing, they begin to better understand each other and themselves;

Self-criticism grows; a child who has experience of working together with peers more accurately assesses his abilities, controls himself better;

Children who help their comrades have great respect for the work of the teacher;

Children acquire the skills necessary for life in society: responsibility, tact, the ability to build their behavior, taking into account the position of other people.

In the context of educational tasks, the value of mastering communicative actions and skills of cooperation by students is dictated by the need to prepare them for the real process of interaction with the world outside of school life. Modern education cannot ignore the fact that education is always immersed in a certain social context and must meet its requirements and needs, as well as contribute in every possible way to the formation of a harmonious personality.

These tasks include tolerance and the ability to live with others in a multinational society, which in turn implies:

Awareness of the priority of many common to all members of society

problems over private;

Following the moral and ethical principles that meet the objectives

modernity;

Understanding that civic qualities are based on respect for each other

friend and exchange of information, i.e. the ability to listen and hear each other;

The ability to compare different points of view before making decisions and making choices.

The developing potential of communicative UUD is not limited to the sphere of its direct application - communication and cooperation, but also directly affects cognitive processes, as well as the personal sphere of schoolchildren.

Without the introduction of appropriate pedagogical technologies, communicative actions and competencies based on them will, as today, belong to the sphere of individual abilities of the student (mostly not meeting modern requirements).

Levels of formation of educational actions (Repkin G.V., Zaika E.V.)

Levels	Indicators	Behavioral indicators
	Lack of learning activities as integral "units" of activity.	Performing only individual operations, lack of planning and control, performing an action by copying the teacher's actions, replacing the learning task with the task of literally memorizing and reproducing.
	Performing learning activities in collaboration with the teacher.	Clarifications are needed to establish the connection between individual operations and the conditions of the task, independent performance of actions is possible only according to an already learned algorithm
	Inadequate transfer of learning activities to new types of tasks.
	Adequate transfer of learning activities in cooperation with the teacher.

Characteristics of the results of the formation of UUD in elementary school at different stages of education according to the EMC (developing education systems: L.V. Zankova, B.D. Elkonina-V.V. Davydova, programs: "School 2100", "Perspective")

Personal UUD

Regulatory UUD

Cognitive UUD

Communicative UUD

1. Appreciate and accept the following basic values: "kindness", "patience", "homeland", "nature", "family".

2. Respect for your family, for your relatives, love for your parents.

3. Master the roles of the student; formation of interest (motivation) in learning.

4. Evaluate the life situations and actions of the heroes of literary texts from the point of view of universal human norms.

1. Organize your workplace under the guidance of a teacher.

2. Determine the purpose of completing tasks in the classroom, in extracurricular activities, in life situations under the guidance of a teacher.

3. Determine the plan for completing tasks in the classroom, extracurricular activities, life situations under the guidance of a teacher.

4. Use the simplest instruments in your activities: a ruler, a triangle, etc.

1. Orientate in the textbook: determine the skills that will be formed on the basis of the study of this section.

2. Answer simple questions of the teacher, find the necessary information in the textbook.

3. Compare objects, objects: find common and difference.

4. Group items, objects based on essential features.

5. Retell in detail what was read or heard; define a topic.

1. Participate in dialogue in the classroom and in life situations.

2. Answer the questions of the teacher, classmates.

2. Observe the simplest norms of speech etiquette: say hello, say goodbye, thank you.

3. Listen and understand the speech of others.

4. Participate in a pair.

1. Appreciate and accept the following basic values: "kindness", "patience", "homeland", "nature", "family", "peace", "true friend".

2. Respect for your people, for your homeland.

3. Mastering the personal meaning of teaching, the desire to learn.

4. Evaluation of life situations and actions of the heroes of literary texts from the point of view of universal norms.

1. Independently organize your workplace.

2. Follow the mode of organization of educational and extracurricular activities.

3. Determine the purpose of learning activities with the help of a teacher and independently.

5. Correlate the completed task with the model proposed by the teacher.

6. Use the simplest tools and more complex devices (compass) in your work.

6. Correct the task in the future.

7. Evaluation of your task according to the following parameters: easy to perform, there were difficulties in performing.

1. Navigate in the textbook: determine the skills that will be formed on the basis of the study of this section; determine the circle of your ignorance.

2. Answer simple and complex questions of the teacher, ask questions yourself, find the necessary information in the textbook.

3. Compare and group items, objects for several reasons; find patterns; independently continue them according to the established rule.

4. Retell in detail what was read or heard; make a simple plan.

5. Determine in which sources you can find the necessary information to complete the task.

6. Find the necessary information, both in the textbook and in the dictionaries in the textbook.

7. Observe and draw independent simple conclusions

1. Participate in the dialogue; listen and understand others, express their point of view on events, actions.

1. Appreciate and accept the following basic values: “kindness”, “patience”, “homeland”, “nature”, “family”, “peace”, “true friend”, “justice”, “desire to understand each other”, “ understand the position of the other.

2. Respect for one's own people, for other peoples, tolerance for the customs and traditions of other peoples.

3. Mastering the personal meaning of the teaching; desire to continue their studies.

4. Evaluation of life situations and actions of the heroes of literary texts from the point of view of universal norms, moral and ethical values.

1. Independently organize your workplace in accordance with the purpose of performing tasks.

2. Independently determine the importance or necessity of performing various tasks in the educational process and life situations.

3. Determine the purpose of learning activities with the help of your own.

4. Determine the plan for completing tasks in the classroom, extracurricular activities, life situations under the guidance of a teacher.

5. Determine the correctness of the completed task based on comparison with previous tasks, or on the basis of various samples.

6. Correct the execution of the task in accordance with the plan, the conditions for execution, the result of actions at a certain stage.

7. Use literature, tools, devices in work.

8. Evaluation of your task according to the parameters presented in advance.

select the necessary sources of information among the dictionaries, encyclopedias, reference books proposed by the teacher.

3. Extract information presented in different forms (text, table, diagram, exhibit, model,

a, illustration, etc.)

4. Present information in the form of text, tables, diagrams, including with the help of ICT.

5. Analyze, compare, group various objects, phenomena, facts.

1. Participate in a dialogue; listen and understand others, express their point of view on events, actions.

2. To form your thoughts in oral and written speech, taking into account your educational and life speech situations.

4. Performing various roles in the group, cooperate in the joint solution of the problem (task).

5. Defend your point of view, observing the rules of speech etiquette.

6. Be critical of your opinion

8. Participate in the work of the group, distribute roles, negotiate with each other.

2. Respect for one's people, for other peoples, acceptance of the values of other peoples.

3. Mastering the personal meaning of the teaching; choice of further educational route.

4. Evaluation of life situations and actions of the heroes of literary texts from the point of view of universal norms, moral and ethical values, values of a Russian citizen.

1. Independently formulate the task: determine its purpose, plan the algorithm for its implementation, adjust the work in the course of its implementation, independently evaluate.

2. Use various means when completing the task: reference literature, ICT, tools and devices.

3. Determine your own assessment criteria, give self-assessment.

1. Navigate in the textbook: determine the skills that will be formed on the basis of the study of this section; determine the circle of your ignorance; plan your work on the study of unfamiliar material.

2. Independently assume what additional information will be needed to study unfamiliar material;

select the necessary sources of information among the dictionaries, encyclopedias, reference books, electronic disks proposed by the teacher.

3. Compare and select information obtained from various sources (dictionaries, encyclopedias, reference books, electronic disks, the Internet).

4. Analyze, compare, group various objects, phenomena, facts.

5. Independently draw conclusions, process information, transform it, present information on the basis of schemes, models, messages.

6. Compose a complex text plan.

7. Be able to transmit content in a compressed, selective or expanded form

Participate in a dialogue; listen and understand others, express their point of view on events, actions.

2. To form your thoughts in oral and written speech, taking into account your educational and life speech situations.

4. Performing various roles in the group, cooperate in the joint solution of the problem (task).

5. Defend your point of view, observing the rules of speech etiquette; justify your point of view with facts and additional information.

6. Be critical of your opinion. To be able to look at the situation from a different position and negotiate with people of other positions.

7. Understand the point of view of another

8. Participate in the work of the group, distribute roles, negotiate with each other. Anticipate the consequences of collective decisions.

Formation of personal universal educational activities

An indicator of the success of the formation of UUD will be the orientation of the student to perform actions expressed in the categories:

I know/I can

I do (Table 4).

Psychological terminology	Pedagogical terminology	Child's language	Pedagogical landmark (the result of pedagogical influence, accepted and implemented by the student) I know / I can, I want, I do
Personal universal learning activities.	personality education (Moral development; and the formation of cognitive interest)		What is good and what is bad "I want to learn" "Learning Success" "I live in Russia" "Growing up as a good person" "In a healthy body healthy mind!"
Regulatory universal learning activities.	self-organization	"I can"	"I understand and act" "I'm in control" "Learning to evaluate" “I think, I write, I speak, I show and I do”
Cognitive universal learning activities.	research culture	"I'm studying".	"Seeking and Finding" "Picture and fix" "Read, speak, understand" "I think logically" "I solve a problem"
Communicative universal learning activities	communication culture	"We are together"	"Always in touch" "Me and Us".

In elementary school, younger students need to form personal universal learning activities, which are included in the following three main blocks:

self-determination the formation of the internal position of the student - the adoption and development of a new social role of the student; the formation of the foundations of the Russian civil identity of the individual as a sense of pride in their homeland, people, history and awareness of their ethnicity; development of self-esteem and the ability to adequately assess oneself and one's achievements, to see the strengths and weaknesses of one's personality;

meaning formation - search and establishment of personal meaning (i.e., “meaning for oneself”) of teaching based on a stable system of educational, cognitive and social motives; understanding the boundaries of “what I know” and “what I don’t know” and striving to bridge this gap;

moral and ethical orientation - knowledge of basic moral norms and orientation towards the implementation of norms based on an understanding of their social necessity; the ability to moral decentration - taking into account the positions, motives and interests of the participants in the moral dilemma when resolving the moral dilemma; development of ethical feelings - shame, guilt, conscience, as regulators of moral behavior.

Criteria for the formation of personal UUD, it can be argued that they are:

1) the structure of value consciousness;

2) the level of development of moral consciousness;

3) the appropriation of moral norms that act as regulators of moral behavior;

4) the completeness of students' orientation to the moral content of the situation, action, moral dilemma that requires the implementation of a moral choice.

Educational subjects of the humanities cycle (primarily literature) are the most adequate for the formation of a universal action of moral and ethical assessment. The forms of joint activity and educational cooperation of students, which open up the zone of proximal development of moral consciousness, are of great importance.

Thus, the systematic, purposeful formation of personal UUD leads to an increase in the moral competence of younger students.

It is assumed that by the end of primary school, the child will have the following personal UUDs:

the internal position of the student at the level of a positive attitude towards school; orientation to meaningful moments of school reality;

the formation of a broad motivational basis for educational activities, including social, educational and cognitive, external and internal motives;

orientation to understanding the reasons for success and failure in educational activities;

interest in new educational material and ways to solve a new particular problem;

the ability to self-assessment based on the criterion of success of educational activities;

the formation of the foundations of a person's civil identity in the form of awareness of one's "I" as a citizen of Russia, a sense of belonging and pride in one's homeland, society; awareness of one's ethnicity;

orientation in the moral content and meaning of both one's own actions and the actions of those around them;

development of ethical feelings - shame, guilt, conscience - as regulators of moral behavior;

knowledge of basic moral norms and orientation towards their implementation, differentiation of internal moral and social (conventional) norms;

installation on a healthy lifestyle;

a sense of beauty and aesthetic feelings based on acquaintance with world and domestic artistic culture;

empathy for the feelings of others.

Thus, when forming personal UUD, the student's emotional attitude to the topics studied, his self-determination and finding personal meaning in each of the topics studied are always taken into account.

Examples of tasks for the formation of personal universal learning activities in the classroom in elementary school.

Literacy lessons.

Formation of self-determination - a task system that guides the younger student to determine which models of language units are already known to him and which are not (tasks such as “Put questions to which you know the answers”).

Formationmeaning formation and moral and ethical orientation - texts that discuss the problems of love, respect and relationships between parents and children.

Russian language lessons.

Educational program "Perspective elementary school".

Formation of self-determination: a system of tasks aimed at decentering the younger student, orienting him to take into account someone else's point of view, to provide intellectual assistance to cross-cutting heroes who need it when solving difficult problems.

Tasks like:

- "Help character 1 explain something, or confirm her/his point of view, or prove something, or answer this question."

- "Do you agree with the hero?"

- "How will you answer the hero?"

“Which statement do you agree with…”

- "Do you agree with the hero or do you want to clarify something?"

- “The hero says that these are the same form: “glasses”. On what basis does he judge?

Due to the fact that the Ministry of Education has switched to a new standard for teaching children in kindergartens, schools, colleges and universities, the teacher immediately has several tasks. One of them is to raise an active, successful and talented student.

Our task is to explain to teachers what personal ULDs are in elementary school and how they are formed. But for this it is necessary to understand the structure of universal actions. So, first things first.

What are UUD (educational universal actions)

According to the new educational standard, it is customary to distinguish 4 types:

Personal.
Cognitive.
Communicative.
Regulatory.

What is the essence of personal actions

Already by the name it becomes clear that personal UUD in elementary school should be directed by students to themselves. In other words, personal universal actions are needed in order for children to be able to correlate their actions and incidents with accepted cultural and ethical principles. In addition, they provide knowledge and assimilation of moral norms, as well as the orientation of the child in social roles and relationships in society.

The teacher should understand that personal UUD according to the Federal State Educational Standard will never be formed if the child takes 40 minutes to outline a paragraph of the textbook in the classroom.

Action types

If actions are applied to the learning process in the lesson, then today they should be divided into three types:

Self-determination - through this action, students seek their place in the world and society.
Meaning formation - students establish a connection between the educational process and the motive. In other words, the child in the lesson should ask himself the question: “What is the significance of this teaching for me?” In addition, he must also find the answer to this question.
A moral and ethical guideline is necessary so that children can make personal and relying on social values.

Groups of personal UUD

Teachers and methodologists jointly developed 2 groups of personal universal learning activities:

1. Personal UUD are important because they reflect the child's attitude to social values in society.

The junior student must:

Establish a connection and belonging not only to your people, but also to the state.
Understand and respect the values and cultures of other nationalities.
Be interested in the culture of the people and the country in which he was born and lives.
To be able to distinguish between the main moral and ethical norms and concepts.
Identify actions and actions with moral standards; feel how he acted - “good” or “bad”.
Understand and feel the emotional state of others, and with this in mind, build a constructive dialogue with them.
Analyze situations and events from the point of view of morality and ethics.
Explain your actions, show in situations such feelings as goodwill, attentiveness, trust, and so on.

2. Personal UUD reflect the child's attitude to the educational process.

The junior student must:

Understand the speech of the teacher and classmates.
Strive for the process of cognition, that is, the child should be surprised and interested, show attention and want to learn as much as possible.
Evaluate your actions.
Learn to collaborate with classmates. In other words, to accept the opinion of the opponent during a dispute or discussion, to be patient and friendly, to show confidence in the participant or interlocutor of a common cause, and also to reckon with the point of view of another person.

How personal UUDs are formed in elementary school

It should be noted that this process is lengthy. The teacher needs to be patient. But what needs to be done for this?

First, the actions of the teacher must be meaningful.

Secondly, the teacher, like the child, needs to develop internal motivation in himself, that is, to move up.

Thirdly, the task set by the teacher for the student should be understandable, but also internally pleasing to the baby, which means that this matter will become significant for him.

Fourth, an atmosphere of success should reign in the classroom.

Fifthly, not only the teacher, but also the classmate should help the child.

Sixthly, the teacher should not skimp on praise and encouragement, because a competent teacher must have an assessment system that children should know.

Seventhly, the teacher himself needs to learn how to be a creator, so that his every step becomes a discovery for the child.

And now let's look at practical advice for teachers on the formation of personal UUD in the classroom.

Literary reading

The class should work with literary works. And children need to trace the fate of the main characters in the course of the text. In parallel with reading, students should compare the image of "I" with the heroes of the works they read. But that's not all. Interested readers should identify themselves with the characters in the tale or story. Children need to actively correlate and compare their positions, views and opinions. The teacher should be helped to identify the moral content and moral significance of the characters' actions. The educational component in the lessons of literary reading should acquaint children with the heroic past of the people and the country in which they live. Such familiarity should not be represented by watching a “dry” presentation. The presentation should be carried out in the classroom in such a way that the children experience feelings of experience and pride in the citizens of the country. Thus, the development of universal actions will proceed smoothly.

For example: when studying the works of Boris Zakhoder, students in the lesson compare the image of "I" with the heroes of the works, and also identify themselves with them in order to discuss different opinions and positions.

If in the calendar-thematic planning there is a lesson devoted to fairy tales, then after studying them, you can give the children a task: come up with a character and compose a fairy tale. At this stage of the lesson, the development of personal UUD takes place. It consists in revealing the moral meaning and morality in the actions of the character. As a result of this task, a collage called "Characters of new fairy tales" can be created. The main task of the teacher is to ensure that at the lesson the students are not afraid to do not “as it should be” at the creative stage, but as they see fit in accordance with the norms of morality.

The world

This lesson is loved by many guys, as they consider it one of the most interesting. It's hard to argue with that. Personal UUD in elementary school at the lesson of the world around them are formed by the formation of the worldview, as well as the life self-determination of the child. In addition, in this lesson, children form the basics about the near and distant past. But that's not all. At the lesson of the surrounding world, elementary school students develop competent and nature-like behavior. All this will become a reality, thanks to design work, for example: "The Life of Birds".

A few words about diagnostics

It has already been established that every year children should undergo a diagnosis of personal UUD. In some schools, prospective first-graders are tested upon admission. It is necessary to do this in order to understand how ready the child is for school, is oriented in social roles, and also how he interacts with others.

Remember that the diagnosis of personal UUD takes place both at the beginning of the school year and at the end. Collections for determining the level of formation of UUD have already been developed for each educational program. It is enough for the teacher to contact the nearest bookstore.

Conclusion

It should be understood that the types of universal learning activities, in particular personal ones, will be formed more effectively if the teacher uses the following methods in his work:

Problem learning.
Group and paired forms of work in the classroom.
Methods that are directed to the independent activity of students.
Methods of self-assessment and reflection.
Other.

Report on MO "UUD" or "universal learning activities".

In our time - the time of information technology 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 in recent years have 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 methods 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 orphanage and in extracurricular activities. In the materials of the Federal State Educational Standard, the concept of "extracurricular activities" is considered as an integral part of the educational process, and is characterized as an educational activity carried out in forms other than the classroom system. For its implementation, various forms are used:

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 motive, purpose, and outcome. Therefore, such a teaching method as educational activities can contribute to the formation of UUD.

The following conclusion can be drawn: 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 into four main blocks:

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).

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 a cognitive goal;

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

the ability to structure knowledge;

the 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 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.

Communicative universal actions (communication skills) - communication with people Ability 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.

The content of UUD formed in the process of intellectual games

The game is a powerful means of socialization of the child, introducing him to the norms and values of society. The game develops empathy in the 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 obtain 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 fieldpersonal UUD are formed:

The internal position of the student;

Personal motivation of educational activity;

Orientation to moral standards and their implementation.

Cognitive UUD are formed through the analysis of the situation, its assessment, the construction of logical chains of reasoning, 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 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 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 UUD impossible 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 UUD are 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.

Of particular note is the development of information literacy in children in preparation for games. The most effective and widespread sources: subject encyclopedias, dictionaries and reference books, Internet tools.

Lesson example:

LESSON SUMMARY "DID YOU KNOW?.."

Name of the teacher: _____________________________________________________________________________

Full title OU:Municipal state educational institution for orphans and children left without care of ____ parents

Subject (class form ): intellectual and practical lesson for pupils of grades 3-5

Topic of the lesson (classes ): "Did you know?.."

Purpose of the lesson: formation of interest in new knowledge

Tasks: - Activate cognitive activity;

To contribute to the expansion of the horizons of pupils;

- To form the ability to analyze objects in order to highlight features (essential and non-essential);

Develop communication skills;

Develop attentiveness, observation;

- Develop the ability to work in a group;

Develop logical thinking;

- Acquaint with the practical skills necessary in life.

Date of the lesson ):

Formation of UUD:

Personal actions: To form internal motivation to find ways to solve the tasks set, to form a sense of purpose, a desire to improve, to realize oneself, to achieve success in life.

Regulatory actions: Determine the purpose of the activity, the plan for completing tasks, learn to adjust the execution of the task in accordance with the plan, evaluate your task, correct the emotional-volitional sphere.

cognitive activities: To be able to extract information presented in the form of text, illustrations, to be able to pose a problem and solve it.

Communication actions: To be able to work in a group, negotiate with each other, participate in dialogue, in a collective discussion, listen and understand others, argue their opinion.

Equipment: a laptop, a screen (TV), 2 mirrors, a plastic bottle for each child, a camera, an iron, an ironing board, a glass jar, an awl, a magnifying glass.

lesson stages,

time

Universal learning activities

Teacher activity

Activities of pupils

Methods and techniques

1. Motivational stage

(2 minutes)

Regulatory UUD: organize your own workplace.

Greets the children and begins the session by asking the question “Do you want to know something interesting?”

Pupils are tuned in

work in a calm and creative atmosphere. Children are listening

teacher, reflect on the topic,

answer.

conversation

2. Stage

updating

knowledge

(5 minutes)

Personal UUD: analyze your feelings, fantasize.

Communicative UUD: participate in the dialogue; express your point of view; to formulate their thoughts in oral speech.

Regulatory UUD:

determine the purpose of the activity.

Cognitive UUD:

determine the circle of your ignorance; draw your own conclusions;building a logical chain of answers and questions;process new information.

Announces the topic of the lesson

"Did you know?.."Then I suggest you get acquainted today with one interesting property of ice cream.

He asks for a box of ice cream. They open the box, and instead of ice cream there are different things - three eggs, two mirrors, a magnifying glass, an apple, salt, two clean sheets,USB- carrier with voice recording.A terrible thing happened. Someone stole the ice cream.

The teacher invites the children to get acquainted with the information contained in theUSB-carrier.

Children try to determine what these things are for.

Pupils listen to the recordingUSB-carrier, reflect, offer solutions.Trying to solve the problem in a known way. Fix the problem.

creating a problem situation

discussion

3. Stage of discoveries

new knowledge

(30 min)

Regulatory UUD: determine the purpose of the activity; task execution plan;

assessment as the selection and awareness of what has already been mastered and what is still to be assimilated, awareness of the quality and level of assimilation; volitional self-regulation as the ability to mobilize forces and energy.

Cognitive UUD: perform work, analyze, control and evaluate the result; the ability to consciously build a speech statement in oral form.

Communicative UUD: build reasoning that is understandable to the interlocutor, the ability to listen and enter into a dialogue; proactive cooperation in the search and collection of information.

Personal UUD:

the ability to interact with comrades in the group in accordance with the norms; development of cognitive interests, educational motives.

The teacher readsfirst exercise. It is necessary to determine a boiled egg or raw.

Asking questions.

The teacher talks about how to identify a boiled or raw egg and asks the children to explain the reason for this behavior of the egg.

The teacher leads the children to solve the given question with the help of experience.

The teacher voicessecond exercise.

Where is it better to swim - in the sea or in the river?

Asking questions.

Talks about the difference in water in the seas and rivers.

Offers to experiment. (they put the egg in fresh water, it lies at the bottom. Gradually add salt and stir, the more salt is added, the faster the egg floats)

The teacher voicesthird exercise.

It is necessary with the help of two mirrors to make three from one apple.

Asking questions.

Invites children to find a practical solution to the problem.

The teacher voicesfourth exercise.

Determine what is on the sheet.

The teacher explains that the imprint of the capillary lines of the finger is left on the sheet.

Children are told that capillary prints are individual and are encouraged to compare their fingerprints.

The photographed fingers of children are displayed on the screen, and it is proposed to determine where, whose finger.

The teacher focuses the attention of the children on the fact that after the previous task their hands were dirty and suggests making a washbasin from a plastic bottle.

The teacher voicesfifth exercise.

The teacher explains how to write an "invisible letter" using milk or lemon juice and how to read it afterwards.

Children are invited to draw the picture themselves with "invisible ink".

The teacher explains that in order to read, the text needs to dry. Invites you to come back and read what everyone wrote after 2-3 hours.

Children listen to the task.

Answer questions, offer their options, reflect.

Pupils closely follow the actions of the teacher.

They conduct an experiment and determine which egg is boiled and which is raw.

The children are listening.

Answer (offer options for answers and give arguments).

Pupils together with the teacher carry out the experiment.

Children observe, discuss and draw conclusions.

They are trying to find a solution to the problem.

They are included in the process of the experiment (they take mirrors, an apple and try to complete the task), they are happy when they managed to complete the task.

Pupils collectively discuss the task, compare, try to determine what kind of image it could be on a piece of paper and what it looks like. There is a discussion between the children.

Children listen, look at the capillary lines on their fingers with a magnifying glass.

Children study, compare and determine whose finger is shown in the photo.

Children listen, memorize the sequence of operations, do the work of making a washbasin.

Pupils examine the sheet, bring it to the light, try to see what is written. They cannot complete the task, they turn to the teacher for help.

Children, under the supervision of an adult, complete the task and see what is written there (the place where the ice cream is hidden is indicated). The pupils found ice cream.

Each student was given a blank sheet. Children write a phrase on a sheet.

reproductive,

verbal, partially search,

discussion

practical work, experiments

4. Reflection

(8 min)

Cognitive UUD:

perform logical operations: compare, synthesize; monitoring and evaluation of performance results; selection and formulation of the cognitive goal; development of cognitive interests, educational motives.

Personal UUD: respect for oneself as a person.

Before we finish our lesson, I would like to ask you:« What surprised youwhat task was the most interesting,what else would you like to know?"

After that, the children are allowed to eat what they found and the last entry is turned on, which reveals who was still there.Ice cream thief.

Formulate the final result of their work in the classroom. Children say what they learned today, thank each other and the teacher. They suggest that they also show interesting experiments.

Children expose the teacher.

verification, assessment of knowledge and skills acquired in the lesson, method of consolidation

Modern society is characterized by the rapid development of science and technology, the emergence of new information technologies. The rate of knowledge renewal is so high that a person has to repeatedly retrain and master new professions throughout his life.

The development of the media and the Internet leads to the fact that the school ceases to be the only source of knowledge and information for the student. What is the role of the school now? This role is to form the ability to learn (teach YOURSELF).

Instead of simply transferring knowledge, skills and abilities from teacher to student, the priority goal is to develop the student's ability to:

Set your own learning goals

Design ways to implement them

Monitor and evaluate your achievements

in other words, the formation ability to learn.

Achieving this goal becomes possible due to the formation of a system of universal educational activities (UUD, related concepts - "general educational skills", "general cognitive actions", "general methods of activity", over-subject actions). As the famous parable says, in order to feed a hungry person, you can catch him a fish. And you can do otherwise - teach how to fish, and then a person who has learned to fish will never be hungry.

Mastering universal learning activities give students the opportunity independent successful assimilation of new knowledge, skills and competencies based on the formation ability to learn. This possibility is ensured by the fact that UUD are generalized actions that generate motivation for learning and allow students to navigate in various subject areas of knowledge.

Universal learning activities can be grouped into four main blocks:

1) personal;
2) regulatory, including self-regulation;
3) cognitive, including logical, cognitive and sign-symbolic;
4) communicative actions.

Personal actions allow to make the teaching meaningful, provide the significance of solving educational problems, linking them with real life goals and situations. Personal actions are aimed at understanding, researching and accepting life values and meanings, 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.

Regulatory actions provide the ability to manage cognitive and educational activities by setting goals, planning, monitoring, correcting their actions and assessing the success of mastering. A consistent transition to self-government and self-regulation in educational activities provides the basis for future professional education and self-improvement.

cognitive actions include the actions of research, search, selection and structuring of the necessary information, modeling of the studied content, logical actions and operations, methods of solving problems.

Communicative actions 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, cooperate effectively as a teacher, as well as with peers.

Consider how UUD were formed in the lesson:

personal actions. The children were asked to explain the various situations that they encounter in everyday life and encountered in previous lessons. They themselves conducted experiments, observed, drew conclusions. Someone wants to engage in research activities, and this will be the meaning of his life. Someone will change their attitude to the world around them and will treat it more carefully. And he will teach his children this.

Regulatory actions were formed during the planning of the stages of the lesson, the definition of the goals and objectives of the lesson, at the stage of monitoring their actions and the actions of their comrades (work in a notebook, conducting experiments), as well as when they assessed their participation and the participation of classmates in the course of work in the lesson.

cognitive actions were presented at the stage of the experiment, experiment, work with the textbook, when they chose more important information.

Communicative actions manifested themselves at the stage of work in a group, when the guys themselves spoke the rules of behavior in the group, and then tried to adhere to them.

The development of a concept for the development of universal educational activities in the system of general education meets new social demands and the goal of education is the general cultural, personal and cognitive development of students, which provides such a key competence as the ability to learn.

Due to the fact that the priority direction of new educational standards is the implementation developing potential of general secondary education, urgent task is to ensure the development of universal educational activities as psychological component of the fundamental core 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 universal educational activities that provide students with the ability to learn, the ability for self-development and self-improvement. All this is achieved through the conscious, active appropriation of social experience by students. At the same time, knowledge, skills and abilities (KAS) are formed, applied and preserved in close connection with the active actions of the students themselves. The quality of knowledge assimilation is determined by the variety and nature of the types of universal actions.

You can learn more about the formation of UUD in the manual:

how to design universal learning activities in elementary school: from action to thought: teacher's guide / [, etc.]; ed. . - M.: Education, 2008. - 151 p.: ill. - ISBN.

The manual is devoted to one of the main provisions of the Concept of federal state educational standards of general education of the second generation - the formation of universal educational activities.

The manual reveals the types and age-specific features of the development of universal educational activities among primary school students.

Recommendations are given for the development of personal, cognitive, regulative and communicative universal educational activities aimed at developing the ability to learn in children. The main types of tasks for assessing the formation of universal educational activities are presented.

The manual is addressed to primary school teachers and parents.

UDC 37.01

BBK 74.202

Publishing house "Enlightenment", 2008

DIFFERENT FEATURES OF THE NEW FEDERAL STATE GENERAL EDUCATIONAL STANDARD OF GENERAL EDUCATION

The new state standard for general secondary education offers a new approach to designing the content of education. With this approach

Knowledge is not given in finished form, but as problem situation , which is transformed into learning situation - through the child's awareness of the limitations of his knowledge and the formulation learning task – “What should I learn to solve the problem?”;

The orienting basis of actions is formed at the theoretical level, as generalized way, or principle of action ;

Mastering the generalized mode of action provides the key to designing activities in typical and new life situations;

Theoretical scientific knowledge is included in the context of solving educational problems , significant for obtaining subject, meta-subject and personal results;

Teacher purposefully organizes student learning universal learning activities in accordance with mental neoplasms of the leading activity of each age ;

Implemented collectively distributed educational activity with a gradual exit to independent educational activity with elements of self-education and self-education, its organization and co-organization;

Meta-subject, personal and subject learning outcomes are subject to criteria-based assessment .

This approach is called in pedagogy system-activity developing.

PROCEDURE FOR A TEACHER TO DESIGN A LESSON BASED ON LEARNING TASKS

When preparing a lesson on a system-activity basis, the teacher needs to answer the following five questions:

1. What learning activities do students need to master?

2. How to formulate learning objectives (that is, connect learning activities with learning material)?

3. What is the order of actions of students in solving educational problems? In what types and forms of educational activities should students be involved in order to solve their educational problems?

4. What teaching methods are most suitable for this?

5. What educational material is needed for this?

PROJECTED BY THE TEACHER STUDENTS' ACTION TO SOLVE LEARNING PROBLEMS

1. general idea of the topic being studied;

2. familiarization with the purpose of studying the topic (in an activity form) and participation in

its definition (What will I learn? What will I learn to do?);

3. problematic situation that leads to awareness -

4. the boundaries of one's knowledge and ignorance - that is, the transformation of a problem situation into a learning one;

5. What should be done to solve the problem? - wording with

teacher learning task;

6. What will happen as a result of solving the educational problem? - what educational

product will be received? (let's make a plan, fill in the table ...);

7. By what criteria will we evaluate the educational product?

8. action planning;

9. execution;

10. assessment and self-assessment;

11. reflection - what worked, what did not work, tasks for the future.

OPERATIONAL STRUCTURE OF SOME UNIVERSAL LEARNING ACTIONS

ANALYZE- mentally divide an object into its component parts and highlight their features.

GROUP- mentally divide a lot of objects into groups according to any one attribute without a trace.

DEFINITION- reveal the meaning of an unfamiliar word with the help of familiar nearest concepts.

PROVE- using reasoning to establish the truth of something with the help of other statements, the truth of which has already been proven.

EXPLORE subject - to determine the features of the subject, to single out all of them mandatory, to determine their causal relationships with each other and with the function (purpose) of the subject.

CLASSIFY- mentally divide the volume of a certain concept into multistage, branched groups.

CONTROL- compare the result with the goal.

OBSERVE- deliberately, carefully and purposefully perceive reality in accordance with the goal.

EXPLAIN- to interpret the essence of one object (phenomenon) through another, which is understandable, reliable.

DESCRIBE subject - list a number of external features of the subject, both mandatory (essential) and optional (insignificant).

TO PLAN- Decide in advance how to do things.

UNDERSTAND- learn new things by including them in the system of existing knowledge and skills.

PROJECT- an image of the desired future.

SELF CONTROL- self-examination and self-assessment of the results obtained, comparing them with the goal.

SYNTHESIZE- mentally combine the parts of the object and their signs into a single whole.

COMPARE- set the goal of comparing objects, identify mandatory and / or optional (depending on the purpose of the comparison) features of the compared objects and compare them by the presence of similarities and differences, draw a conclusion.

CHARACTERIZE subject - list the internal, mandatory features of the subject.

GOAL- an image of the desired result.

In the public mind, there is a transition from understanding the social purpose of the school as a task of simply transferring knowledge, skills and abilities from teacher to student to a new understanding of the function of the school. The priority goal of school education is to develop students' ability to independently set learning goals, design ways to achieve them, monitor and evaluate their achievements. In other words, the formation of the ability to learn. 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.

Therefore, this chapter presents material that reveals the types and functions of UUD, their formation in the process of teaching mathematics.

Types and functions of UUD. Formation of UUD in mathematics lessons

The concept of the development of universal learning activities was developed on the basis of a system-activity approach (L.S. Vygotsky, A.N. Leontiev, P.Ya. Galperin, D.B. Elkonin, V.V. Davydov, A.G. Asmolov) by a group authors: A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya, O.A. Karabanova, N.G. Salmina and S.V. Molchanov under the direction of A.G. Asmolov. What meaning did they put into the concept of “universal learning activities”.

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 (actually psychological) sense, this term can be defined as a set of student actions (as well as the skills of educational work associated with them) that ensure the independent assimilation of new knowledge, the formation of skills, including the organization of this process.

The official page of the Federal State Educational Standard presents the following definition of this concept: “universal educational activities - 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 are generalized actions that open up the possibility of a broad orientation of students, both in various subject areas and in the structure of the learning activity itself, including students' awareness of its target orientation, value-semantic and operational characteristics.

The student's ability to independently successfully assimilate new knowledge, to form skills and competencies, including the independent organization of this process, i.e. the ability to learn, is ensured by the fact that universal learning actions as generalized actions open up the possibility for students to have a broad orientation both in various subject areas and in the structure of the educational activity itself, including the awareness of its target orientation, value-semantic and operational characteristics. The ability to learn is an essential factor in increasing the effectiveness of students mastering subject knowledge, the formation of skills and competencies, the image of the world and the value-semantic foundations of personal moral choice.

As part of the main types of universal educational activities, dictated by the key goals of general education, four blocks can be distinguished: 1) personal; 2) regulatory (including also the actions of self-regulation); 3) communicative; 4) cognitive.

Types of UUD presented in the fundamental core of the content of general education.

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.

Fig.1.

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

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

Rice. 2.

Rice. 3.

Cognitive UUD will be discussed in detail in the second paragraph of this chapter.

Functions of universal learning activities include:

Ensuring the student'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, the need for which is due to the multicultural society and high professional mobility;

Ensuring the successful assimilation of knowledge, skills and abilities and the formation of competencies in any subject area.

The mastery of universal educational actions by students characterizes the ability for self-development and self-improvement through the conscious appropriation of social experience. “... The school should teach to learn, teach to live, teach to live together, teach to work and earn” (from the UNESCO report “To the New Millennium”). Therefore, if earlier by educational results they meant only what is connected with subject results, now we are dealing with meta-subject and personal results that determine the motivation and direction of human activity.

Despite the fact that the result of education in the form of “the ability to learn” is extremely in demand today, one should not forget about the foundation of education - knowledge, skills and abilities, on the basis of which the “ability to learn” is formed and developed.

Mathematics is the science of the most general and fundamental structures of the real world, providing the most important apparatus and source of fundamental ideas for all natural sciences and modern technologies. The entire scientific and technological progress of mankind is directly related to the development of mathematics. Successful study of mathematics facilitates and improves the study of other academic disciplines.

Mathematics is a unique field of knowledge, which in itself can be considered both as a content and as a technology for the formation of "learning skills". This is explained by the fact that the content and technologies of the subject itself contain an apparatus with which the teacher can achieve significant educational, developmental and educational results.

In addition, there is not a single school discipline that would use such a variety of activities as mathematics when disclosing educational material: “mathematical activity is highly instrumental, i.e. makes it easy to transmit to students patterns of activity by presenting educational tasks in the course of solving which these patterns are realized.

How is the formation of different types of universal learning activities in mathematics lessons.

It should be noted that the subject "Mathematics" is aimed primarily at the development of cognitive UUD. This will be discussed in more detail in the second paragraph of this chapter.

Thus, the analysis of the literature allows us to formulate regulatory ULDs formed in mathematics lessons:

the ability to identify properties in the objects under study and differentiate them;

mastering the methods of control and self-control of the assimilation of what has been studied;

· work according to the algorithm, with memos, rules - guidelines for the formation of general methods of educational activities for the assimilation of mathematical concepts.

Along with this obvious role of mathematics, the task of forming communicative UUD is also important. This is due to the fact that in the process of studying mathematics, students learn to read and write information about the world around them in the language of mathematics, build chains of logical reasoning and use them in oral and written speech for communication. In the course of mathematics, two closely interconnected directions for the development of communication skills can be distinguished:

development of oral scientific speech;

development of a set of skills on which competent effective interaction is based.

The formation of personal UUD is realized through interaction with mathematical content and teaches to respect and accept other people's opinions. Thus, work with mathematical content allows raising students' self-esteem, forming their self-esteem, understanding the value of their own and someone else's personality. Undoubtedly, historical material in mathematics has great potential in this activity. Problem-based learning technology, research activities give the teacher the opportunity to demonstrate the beauty and harmony of mathematical proofs as a form of effective intellectual interaction.

The role of mathematics as the most important means of communication in the formation of speech skills is also inextricably linked with personal results. Because the basis for the formation of a person as a person is the development of speech and thinking. From this point of view, any task in mathematics is focused on achieving personal results. Let's formulate personal UUD, formed by means of mathematics:

Formation of value orientations (self-regulation, stimulation, achievement);

formation of mathematical competence.

Thus, mathematics presents more obvious opportunities for implementing the idea of the Federal State Educational Standard on Universal Learning Activities.