Names

What is ud according to fgos. Types of tasks for the formation of universal educational activities. Features of home schooling

The general line of the Federal State Educational Standard is the development of the student's personality on the basis of universal educational activities. The purpose of the school is to teach children to learn independently and manage their own lives.

To understand how universal learning activities are formed, you must first understand what this concept is. To do this, we held a webinar in September « Universal learning activities: concept, types, technology for developing learning tasks for the development of UUD ".

The online seminar was conducted by Marina Rostislavovna Bityanova, an expert in the field of educational psychology, candidate of psychological sciences, associate professor and author of more than 100 publications in the field of modern education.

What is UUD? First, this action is an element of activity. To understand, Bityanova invites participants to compare three concepts:

action;
way;
algorithm.

It seems that we understand well the meaning of these words, but how do they relate to each other?

Action - this activity element, whose content is determined by the target.

Way - a method in the performance of a task.

Algorithm - sequence of operations, the exact implementation of which allows you to solve certain problems.

Based on the definitions, we arrive at the following scheme:

The action includes a method and an algorithm, which leads to a working definition of ULD, which helps to develop tasks for their formation.

Universal learning action - a way to achieve the learning goal, carried out according to the algorithm.

“Instructional” means that UUDs are formed in learning activities. Universality is manifested in the fact that UUDs are used in any school subject and in life situations.

- The ability to choose does not change in any way, flowing from a math lesson to a technology lesson, and then into real life, - explains Marina Bityanova. - And when people choose a profession, a husband or wife, a way of life and in which country to live, when people choose what to drink in the morning - tea or coffee, they use the same algorithm that they used when comparing angles.

Therefore, it is necessary to teach a universal action, regardless of the context.

Types of UUD

In accordance with the educational standard, UUDs are divided into 4 groups:

educational,
communicative,
regulatory,
personal.

Marina Bityanova offers another classification, on the basis of which specific tasks and educational situations are designed.

Structure cognitive modes of action:

setting a learning goal that determines the need to apply a particular logical operation;
implementation of a logical operation;
output.

The conclusion combines the learning goal and the result of performing a logical operation. Without setting a goal, a conclusion is impossible.

An example of a task for the formation of a cognitive mode of action

Information mode of action includes:

learning goal that defines the task of working with information;
selection and implementation of the necessary logical operation;
conclusion about the achievement of the goal.

Informational universal methods may be based not on logical operations, but on techniques fixed in the culture and practice of working with information: graphical representation of information, transferring data from one form to another, and so on.

Communicative modes of action are also based on culturally established methods of organizing communication: argumentation, formulating questions for understanding, for resolving conflict situations, and others.

The structure of the communicative universal way:

a learning goal that requests the need for communication;
a communicative task and a method of organizing communication that helps to solve this task;
output.

An example of a task for the formation of a communicative mode of action

The main tool for the formation of universal modes of action is specially designed training tasks that are based on models of cognitive, informational and communicative modes of action.

Activity Elements- these are UUD, which help the implementation of educational activities at its different stages.

The elements of activity are regulatory UUD And regulatory and communicative UUD .

Regulatory UUD ensure the implementation of individual learning activities. The peculiarity of the structure of such UUDs is that the first step in the algorithm will be the answer to the question: what was the content of the previous stage of activity? That is, the first step is to determine the nature of the educational problem. Evaluation criteria are formulated by answering the question: what result should be reached? In the planning algorithm, the main step will be the answer to the question: what tasks need to be solved in order to obtain a result with such properties?

Regulatory and communicative UUD ensure the implementation of group activities: discussion and setting a common educational goal, distribution of responsibilities, choice of ways to achieve the goal, and so on. A communicative task appears in the structure of such UUD.

The main tool for the formation of activity elements is a specially designed educational situation that reproduces the entire structure of educational activity and allows improving the use of different methods of action.

Formation of UUD

Stages of formation of universal modes of action:

The teacher offers students a task that requires the use of a certain method of action that students do not yet own - students perform the task based on a model.
The teacher no longer sets a sample of performance, but directs students with questions: why are we doing this? What will we get as a result? What exactly do we need to do? At a certain moment, the teacher gives the name of the method of action, helps students to realize the main stages of its implementation, purpose. The result of the stage is the performance by students of a learning action built on a meta-subject method, with the help of leading questions from the teacher.
The teacher sets a learning task for the students and invites them to apply a known method of action to solve it. At this stage, students learn to see in a specific task the general patterns of applying the method, which do not depend on the subject content.
The teacher sets a learning task for the students and invites them to find and apply a method of action that is adequate to the task. Pupils independently choose and apply this or that method, focusing on the purpose of the task.

The formation of universal methods begins with elementary school and ends by the end of the main element of the school. In elementary grades, students go through the first and second stages of mastering universal methods. In high school, the last two are mastered. In the future, students use the formed UUD to solve problems that confront them in various types of educational and social activities: design, research, management, and so on.

Stages of formation of activity elements:

The teacher talks about the purpose of the lesson, the plan and stages of achieving the goal, explains the purpose of specific tasks that students will complete on their own, then controls and evaluates the actions of students. Student autonomy is minimal.
The student independently performs actions and monitors and evaluates the result.
To the activity of the student is added the planning of the order of actions, taking into account the purpose of the lesson.
The teacher presents the students with a problem situation. Students independently determine, on its basis, the goal, the procedure for action and go through all the stages of educational activity to solve the problem situation.

The first two stages are formed in the primary grades. In full, the elements of activity are mastered by students in the basic school.

For the formation of UUD in tasks, it should always be possible to draw a conclusion, for which a clear goal is set - the student must understand why he uses this or that logical operation, this or that technique.

Universal learning activities are tools of thinking, activity, communication or self-knowledge that help to set goals and achieve them, to be included in joint activities. By creating conditions for the gradual formation of UUD, teachers develop students' ability to learn, help them become independent in the educational process and in their own lives.

And what will change in the work of schools with the release of the new GEF COO? You can find out the answer to this question at the International Design Seminar-Training "Introduction of GEF SOO" , which will take place July 23-26. Come to our training seminar and you will receive all the necessary tools and recommendations to move to the new standard.

Sections: General pedagogical technologies

The school today is rapidly changing, trying to keep up with the times. The main change in society, which also affects the situation in education, is the acceleration of the pace of development. This means that the school must prepare its students for the life that it does not yet know about.

Therefore, today it is important not so much to give the child as much specific subject knowledge and skills within individual disciplines as possible, but to equip him with such universal methods of action that will help him develop and improve himself in a continuously changing society through the conscious and active appropriation of new social experience. That is, the most important task of the modern education system is the formation of a set of “universal educational actions” that provide the competence to “teach to learn”. This is what the second generation standards are about.

The priority direction outlined in the new educational standard is the holistic development of the individual in the education system. It is provided, first of all, through the formation of universal learning activities (ULA), which create the possibility of independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn. At the same time, knowledge, skills and abilities are considered as derivatives of the corresponding types of purposeful actions, i.e. they are formed, applied and preserved in close connection with the active actions of the students themselves.

Universal educational actions - 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.

The concept of universal learning activities considers competence as “knowledge in action”, the ability to use the acquired knowledge and skills in practice. Thus, the proposed concept of universal learning activities refers to the general content of education and is a meta-concept.

The relevance of the formation of UDD is due to:

– new social demands reflecting the transformation of Russia from an industrial to a post-industrial information society based on knowledge and high innovative potential;

- the requirements of society in increased professional mobility and continuous education;

- social inquiries define the goals of education as general cultural, personal and cognitive development of students, providing such a key competence of education as “teach learning

The universalization of the content of general education makes it possible to implement the basic requirements of society for the educational system:

– Formation of the cultural identity of students as citizens of Russia.

– Preservation of the unity of the educational space, the continuity of the levels of the educational system.

– Ensuring equality and accessibility of education with different starting opportunities.

– Achieving social consolidation and harmony in the context of the growth of social, ethnic, religious and cultural diversity of our society based on the formation of cultural identity and community of all citizens and peoples of Russia.

– Formation of universal educational activities that generate the image of the world and determine the ability of the individual to learn, cognize, cooperate, master and transform the world around.

Personal development in the education system is ensured through:

- the formation of universal educational activities that act as an invariant basis of the educational and upbringing process;

- mastery by students of universal learning activities that create the possibility of independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn;

- universal learning activities, as generalized actions that generate a broad orientation of students in various subject areas of knowledge and motivation for learning.

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 methods of achievement, control and evaluate the process and results of activities;
creation of conditions for personal development and self-realization on the basis of readiness for continuous education, competence to “teach to learn”, tolerance of life in a multicultural society, high social and professional mobility;
ensuring the successful assimilation of knowledge, skills and abilities and the formation of a picture of the world and competencies in any subject area of knowledge.

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

have a supra-subject, meta-subject character;
ensure the integrity of the general cultural, personal and cognitive development and self-development of the individual;
ensure the continuity of all levels of the educational process;
underlie the organization and regulation of any activity of the student, regardless of its specially-subject content;
provide the stages of assimilation of educational content and the formation of the psychological abilities of the student.

The formation of universal educational activities in the educational process is determined by three complementary provisions:

The formation of universal educational activities as the goal of the educational process determines its content and organization.
The formation of universal learning activities occurs in the context of mastering different subject disciplines.
Universal educational activities, their properties and qualities determine the effectiveness of the educational process, in particular the assimilation of knowledge and skills; formation of the image of the world and the main types of student competencies, including social and personal competence.

Universal learning activities are identified on the basis of an analysis of the characteristics of learning activities and the learning process, namely, in accordance with:

with structural components of purposeful educational activity;
with the stages of the assimilation process;
with the form of implementation of educational activities - in joint activities and educational cooperation with a teacher and peers or independently.

As part of main types of universal learning activities Five blocks can be distinguished:

- personal;

- Regulatory (including also the actions of self-regulation);

- informative;

- sign-symbolic;

– communicative

Personal universal learning activities provide 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. These are the actions of meaning formation, i.e., 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 motivates 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; the action of moral and ethical evaluation of the content to be assimilated, based on social and personal values, providing a personal moral choice.

Regulatory universal learning activities:

goal-setting as the setting of an educational task based on the correlation of what is already known and learned by the students, and what is still unknown;
planning - determining 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, its temporal characteristics;
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 real action and its product;
assessment - highlighting and awareness by the student of what has already been learned and what is still to be mastered, awareness of the quality and level of assimilation.
volitional self-regulation as the ability to mobilize forces and energy; the ability to volitional effort - to make a choice in a situation of motivational conflict and to overcome obstacles.

Cognitive universal learning activities:

- general educational universal educational activities;

- logical universal learning activities.

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;
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;

General educational universal actions include:

the ability to adequately, consciously and arbitrarily build a speech statement in oral and written speech, conveying the content of the text in accordance with the purpose (detailed, concise,
selectively) and observing the norms of text construction (correspondence to the topic, genre, style of speech, etc.);
statement and formulation of the problem, independent creation of activity algorithms in solving problems of a creative and exploratory nature;
action with sign-symbolic means (substitution, coding, decoding, modeling).

comparison of specific sensory and other data (in order to highlight identities / differences, determine common features and make a classification);
identification of concrete-sensory and other objects (for the purpose of their inclusion in a particular class);
analysis - the selection of elements and "units" from the whole; division of the whole into parts;
synthesis - the compilation of a whole from parts, including independently completing construction, replenishing the missing components;
seriation is the ordering of objects according to a given base.

Universal logical actions:

classification - assignment of an object to a group based on a given attribute;
generalization - generalization and derivation of commonality for a whole series or class of single objects based on the identification of an essential connection;
proof - establishing cause-and-effect relationships, building a logical chain of reasoning, proof;
summing up under the concept - recognition of objects, selection of essential features and their synthesis;
conclusion of consequences;
establishing analogies.

provide specific ways to transform educational material, represent modeling actions that perform the functions of displaying educational material;
highlighting the essential;
detachment from specific situational values; formation of generalized knowledge.

Sign-symbolic universal educational 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;
model transformation - changing the model in order to identify the general laws that define this subject area.

Communicative universal actions provide social competence and conscious orientation of students to the positions of other people (primarily a communication or activity partner), the ability to listen and engage in dialogue, participate in a collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults.

Communicative universal actions:

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 the conflict, decision-making and its implementation;
managing the partner's behavior - control, correction, evaluation of the partner's 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.

Criteria for assessing the formation of universal learning activities

compliance with age-psychological regulatory requirements;
compliance of properties of universal actions with predetermined requirements.
the formation of educational activity among students, reflecting the level of development of metasubject actions that perform the function of managing the cognitive activity of students.

Action properties to be assessed include:

the level (form) of the action;
completeness (expansion);
reasonableness;
consciousness (consciousness);
generality;
criticality:
development (P.Ya.Galperin, 1998).

An action level can take three main forms of action:

in the form of a real transformation of things and their material substitutes, a material (materialized - with substitutes - symbols, signs, models) form of action;
action in verbal, or speech, form;
action in the mind is the mental form of action.

The model for assessing the level of formation of educational activity includes an assessment of the formation of all its components:

motives
goal setting features
learning activities,
control and evaluation.

When we want to convey to students some kind of action, we need to:

- introduce students to a situation where they need to do something, but they do not know how;

– develop together with them the criteria (method) for evaluating the result;

- give them the opportunity to build a mode of action;

- to ensure the correct evaluation of the result;

- analyze the reasons for the discrepancies between the required and actual results (identify the shortcomings of the implemented method);

- to develop together with them the “correct” way of action (lead them to it);

- re-solve the problem (perform an action).

We, teachers, have to learn how to organize the educational process in such a way that the students master the basic concepts simultaneously with the accumulation of action experiences, ensuring the development of the ability to learn, independently seek, find and assimilate knowledge.

Literature

Alekseev N.A. Personally oriented learning: issues of theory and practice. - Tyumen, 1997.
Belova S. B. Pedagogy of dialogue: theory and practice of building humanitarian education. - M., 2006.
Borzenkov VL Pedagogical game technology. Methodology. Theory. Practice. - M., 2000.
Gadamer H.-G. Text and interpretation // Hermeneutics and deconstruction / ed. Staghmeier V., Frank X., Markov B.V. - St. Petersburg, 1999.
Danilchuk VI Humanitarianization of physical education in secondary school. Personal-humanitarian paradigm. - Volgograd, 1996.
Zanko S. F., Tyunikov Yu. S., Tyunikova S. M. Game and teaching: in 2 hours - M., 1992.
Kolechenko A. K. Encyclopedia of pedagogical technologies: a guide for teachers. - St. Petersburg, 2002.
Kudryavtsev V. T. Problem-based learning: origins, essence, prospects. - M., 1991.
Personally oriented education: phenomenon, concept, technology: monograph / otv. ed. V. V. Serikov. - Volgograd, 2000.
Psychological and pedagogical problems of profile education of schoolchildren: Sat. scientific and methodological materials. - Stavropol, 2004.
V.V. Serikov “Education as a type of pedagogical activity: textbook. manual for students of higher educational institutions / V.V. Serikov; ed. V.A. Slastenina, I.A. Kolesnikova. - M.: Publishing Center "Academy", 2008. - 256 p. - (Professionalism of the teacher).
Khutorskoy A.V. Methodology of personality-oriented learning: How to teach everyone in different ways. - M., 2005.
Yakimanskaya I. S. Technology of personality-oriented education // Library of the journal “Director of School”. - 2000. - Issue. 7.

Practical work No. 3

Made by Platonov D.A. IN-15.

1. UUD: definition, functions, types.

The concept of "universal learning activities"

In a broad sense, the term "universal learning activities" means 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.

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 activities as generalized actions open up students the possibility of 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. Thus, the achievement of the ability to learn involves the full development of all components of learning activity by students, which include: cognitive and learning motives, learning goal, learning task, learning activities and operations (orientation, transformation of material, control and evaluation). 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.

Functions of universal learning activities:

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

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. In relation to educational activities, three types of actions should be distinguished:

self-determination - personal, professional, life self-determination;

sense 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 motivates 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 assimilated, providing a personal moral choice based on social and personal values.

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

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 - determining 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; its temporal characteristics;

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

correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the expected result of the action and its real product;

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

self-regulation as the ability to mobilize forces and energy; the ability to make an effort of will - to make a choice in a situation of a motivational conflict and to overcome obstacles.

Cognitive UUD includes general educational, logical actions, as well as the actions of setting and solving problems.

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

semantic reading; understanding and adequate assessment of the language of the media;

· formulation 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;

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

Boolean generic actions:

· analysis;

synthesis;

comparison, classification of objects according to selected features;

summing up the concept, deducing consequences;

Establishing 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 UUD provide social competence and taking into account the position of other people, a partner in communication or activity, the ability to listen and enter into a dialogue; participate in a group discussion of problems; integrate into a peer group and build productive interaction and collaboration with peers and adults. The types of communicative actions are:

planning of educational cooperation with the teacher and peers - determination of goals, 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;

management of the partner's behavior - control, correction, evaluation of the partner's 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.

2. Stages of UUD formation in the educational process.

It is known that the formation of any personal neoplasms - skills, abilities, personal qualities - is possible only in activity (L.S. Vygotsky). At the same time, the formation of any skills, including universal learning activities (UUD), goes through the following stages:

1. Primary experience of performing UUD and motivation.

2. Mastering how this UUD should be performed.

3. Training, self-control and correction.

4. Control.

This is how schoolchildren learn to write and count, solve problems and examples, use a geographical map and a musical instrument, sing and draw. They must go through the same path when forming UUD, but the algorithms of actions being studied will no longer be narrowly subjective, but oversubjective: mastering the norms of goal setting and design, self-control and correction of their own actions, information search and work with texts, communicative interaction, etc.

Therefore, in order to form any UUD in the educational system for students, the following path is proposed that each student goes through:

1) at first, when studying various academic subjects, the student forms the primary experience of performing UUD and the motivation for its independent implementation;

2) based on the existing experience, the student acquires knowledge about the general way of performing this UUD;

4) in the end, the control of the level of formation of this UUD and its systematic practical use in educational practice, both in the classroom and in extracurricular activities, is organized.

3. Technologies for the formation and development of UUD in teaching computer science. Formation of regulatory, communicative, personal and cognitive UUD based on the didactic system of the activity method of teaching in computer science lessons

According to the Federal State Educational Standard, the content section of the main educational program determines the general content of education and includes educational programs focused on achieving personal, subject and meta-subject results that are achieved in the process of forming universal learning activities (UUD) aimed at developing the ability of the subject of education to self-development and self-improvement by conscious and active appropriation of new social experience. The development of the foundations of the ability to learn (the formation of universal educational activities) is defined by the Federal State Educational Standard as one of the most important tasks of education.

In the process of forming UUD, schoolchildren learn to independently pose educational problems, find ways to solve them, control and evaluate the process and results of activities, which ensures the successful assimilation of knowledge, the formation of skills and competencies in any subject area and thereby creates an opportunity for the successful implementation of students in their future professional activities.

Consider all types of universal educational activities and their development in informatics lessons.

Communicative UUD provide social competence and conscious orientation of students to the positions of other people (primarily a partner in communication or activity), the ability to listen and engage in dialogue, participate in a collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults.

Computer science as a subject has a number of distinctive features from other academic disciplines, as well as conditions that allow you to successfully form communicative UUD:

1) the availability of special technical means, primarily a personal computer for each student, as well as office equipment and multimedia devices involved in the educational process;

2) the computer class in which the lessons are held is organized in a special way: each student has not only an individual workplace, but also access to shared resources; answers at the blackboard are practiced much less frequently than in other lessons;

3) it is during computer science lessons that active independent activity, the creation of one's own, personally significant product, can be naturally organized by the teacher;

4) the subject of computer science is distinguished by the initial high motivation of students.

The development of communicative UUD occurs in the process of performing practical tasks involving work in pairs, as well as laboratory work performed by a group.

For the diagnosis and formation of communicative universal educational actions, the following types of tasks can be offered: compiling tasks for a partner; feedback on the work of a friend; group work on the development of presentations; group work on drawing in graphic editors, various games and quizzes.

Regulatory UUD provide the ability to manage cognitive and learning activities through setting goals, planning, monitoring, correcting one's actions and assessing the success of assimilation. The ability to set personal goals, to understand and realize the meaning of one's activity, while correlating it with the requirements of the outside world, determines to a large extent the success of the individual in general and success in the educational sphere in particular. A consistent transition to self-government and self-regulation in educational activities provides the basis for future professional education and self-improvement.

So, in the activity form, the essence of regulatory actions can be represented as follows:

The ability to formulate own learning goals - the goals of studying this subject in general, when studying a topic, when creating a project, when choosing a topic for a report, etc.

Ability to make decisions, take responsibility, for example, be the leader of a group project; make a decision in case of a non-standard situation, let's say a failure in the system.

Implement an individual educational trajectory.

It is very important that each student is involved in an active cognitive process, putting into practice the acquired knowledge and clearly realizing where, how and for what purposes this knowledge can be applied to them. This contributes to the development of personal UUD in students, forms and maintains interest in educational material, encourages the child to ask questions, which ultimately contributes to the development of a sustainable interest in the world around him, the formation of a positive attitude towards himself and others. Ultimately, all this forms in students the desire to perform learning activities.

Personal UUD - provide a value-semantic orientation of students (the ability to correlate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. In relation to educational activities, two types of actions should be distinguished:

The action of meaning formation, i.e., 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 action of moral and ethical evaluation of the content being digested, based on social and personal values, providing a personal moral choice.

The personal development of a student implies, first of all, the formation of a person as an autonomous carrier of universal human experience, forms of behavior and activity, which:

Understands the system of socially accepted signs and symbols that exist in modern culture (sign-symbol universal learning activities);

Owns the techniques of volitional self-regulation, goal-setting and planning (regulatory UUD);

Able to cooperate, influence the behavior of a partner or group (communicative UUD).

Personal actions make learning meaningful, provide the student with 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. When teaching computer science, in our opinion, the formed personal UUD will look like this:

Cognitive UUD - cognitive actions include the actions of research, search and selection of the necessary information, its structuring; modeling of the studied content, logical actions and operations, ways of solving problems. Based on this definition, we can conclude that these are the main actions formed in the lessons of informatics, the main purpose of which is to teach how to effectively select and process information from different sources.

In accordance with this description of universal educational activities and the recommendations of the Federal State Educational Standard, one of the best teaching methods is the project method, which involves students receiving some new product in the course of independent learning activities. In computer science lessons, the project method turns out to be convenient for use, as it allows teaching the use of some specific information and communication technologies in solving practical problems. On the one hand, students independently acquire knowledge on one of the topics of the course "Computer Science and ICT", and on the other hand, they master new technologies for working with software products. At the same time, additional motivation is not required to study the software necessary for the work. Let's consider one of these projects in more detail.

Reception "Brainstorm"

When working, I pay attention to the hierarchy of questions that accompany each stage of the Brainstorm:

topic "Number systems", 6th grade.

I level

- What number systems are most common in life?

II level

What number system does a computer use and why?

III level

- What actions can be performed in different number systems?

For the formation of regulatory UUD I use various sheets of self-assessment, mutual assessment.

At the end of the learning project, the student receives three equivalent grades: self-assessment, teacher's assessment, and class average.

It is implemented like this. First, the author speaks with an analysis of his work, then the “defender”, “critic” speak: identifying the shortcomings and merits of the work. All students participate in the discussion. The last to analyze the work is the teacher. At the end of the performance, all participants put marks in the "evaluation sheets".

Regulatory actions provide the ability to control cognitive and learning activities. A consistent transition to self-government and self-regulation in educational activities provides the basis for future professional education and self-improvement.

In the block of universal actions of a cognitive orientation, I pay special attention to the development of the ability to compose texts of various genres, the choice of the most effective ways to solve problems, and the ability to structure knowledge.

Essay Writing Reception

"Internet. Friend or foe?

The answer to this difficult question is endless. And argue until hoarseness, who is right. Of course, for me, the Internet is still a friend. He acts like a friend. If I don't understand something, he will always explain. If I have a question, he will answer, and almost without hesitation. I want to go to the cinema, theater - please, he is right there. Order tickets, choose a cinema or a movie.

An example of a task for universal logical actions.

Five athletes participated in the running competition. Victor failed to take first place. Gregory was overtaken not only by Dmitry, but by another athlete who lagged behind Dmitry. Andrei reached the finish line not the first, but not the last either. Boris finished right behind Viktor.

Who ranked in the competition?

The technology of project activity contributes to the development of students' cognitive skills, the ability to independently construct their knowledge and navigate in the information space.

For the implementation of the educational project, I consider the use of graphic methods to be a good solution: a mental map, a Fishbone scheme, a denotative graph.

Computer science lessons and subject courses provide opportunities for cooperation - the ability to hear, listen and understand a partner, perform joint activities in a coordinated manner, conduct a discussion, dialogue, seek solutions, support each other, thus communicative actions are carried out.

Types of universal training activities (according to Asmolov)

The GEF of primary general education contains a characteristic personal, regulatory, cognitive, communicative universal learning activities:

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, it is necessary to highlight three types of personal actions:

Personal, professional, life self-determination;

- meaning formation, i.e., the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of the study and what prompts the activity, for the sake of which it is carried out. The student must ask himself the question: what is the meaning 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), which provides a personal moral choice.

Regulatory universal learning activities 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;

- control in the form of a comparison of 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, taking into account the assessment of this result;

- grade- selection and awareness by students of what has already been learned and what else 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.

Cognitive universal learning activities 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, including the solution of work tasks using ICT tools and sources of information publicly available in elementary school;

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.

A special group of general educational universal actions are sign-symbolic 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 cause-and-effect relationships, representation of chains of objects and phenomena;

Building 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.

Communicative universal learning activities 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 interaction and collaboration with peers and adults.

Communication activities include:

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

Questioning - 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, modern means of communication.

The scheme of UUD types is provided by the site http://ciot-anapa.ru/

Material taken from the book Asmolov A.G., Burmenskaya G.V., Volodarskaya I.A.and others. How to design universal educational activities in elementary school: from action to thought: a teacher's guide / Ed. A.G. Asmolov. - M.: Enlightenment, 2008

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;

- control in the form of a comparison of 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 real 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;

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 interaction and collaboration 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 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 teaching materials (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 goal, 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 civic 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?