What is the systemic activity approach aimed at? System-activity approach in modern education

29.09.2019

Teacher of secondary school I-II levels No. 64 Polezhay Elena Petrovna

The system-activity approach is the methodological basis of GOSNOO.

The concept of a systems-activity approach is not new. It was introduced in 1985 as a special kind of concept. The systems approach was developed in the studies of classics of science (such as B.G. Ananyev, B.F. Lomov), and the activity approach, which has always been systemic (it was developed by L.S. Vygotsky, L.V. Zankov, A.R. Elkonin, V.V. Davydov and many other researchers).

The system-activity approach is an attempt to combine these approaches. Purpose systematically - The activity approach is the education of the child’s personality as a subject of life activity. It provides for the development of the ability to set goals, solve problems, and be responsible for results. The system-activity approach allows us to highlight the main results of training and education in the context of key tasks and universal educational actions that students must master. This is what creates the opportunity for independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn. This possibility is ensured by the fact that universal learning actions are generalized actions that generate a broad orientation of students in various subject areas of knowledge and motivation to learn.

Modern education involves a shift in emphasis from subject knowledge, skills and abilities as the main goal of learning to the formation of general educational skills, to the development of independence of educational actions.

The challenge of the education system today is not about imparting a body of knowledge, but about teaching children how to learn. An activity-based teaching method is adequate to this task, ensuring the systematic inclusion of children in educational and cognitive activities. And activity is always a purposeful system, a system aimed at results.

The transition from a knowledge-based to an activity-based paradigm in education was expressed in the strategy for developing a standard of general education, which considers education as an institution of socialization, ensuring the entry of the younger generation into society.

The priority direction of education is the formation of general educational skills (GAD), the level of mastery of which largely determines the success of further education. The main result of education is considered on the basis of the activity approach as the achievement by students of new levels of development based on their mastering of both universal methods of action and methods specific to the subjects being studied. This is one of the distinctive features new standard. The implementation of this feature in the educational process requires it new organization based on planning joint activities between teacher and students.

The principle of activity is that the formation of a student’s personality and his advancement in development is carried out not when he perceives knowledge in a ready-made form, but in the process of his own activity aimed at “discovering new knowledge.”

Chinese wisdom says: “I hear - I forget, I see - I remember, I do - I learn.”

The technology of the activity method presupposes the ability to extract knowledge through the implementation of special conditions in which students, relying on acquired knowledge, independently discover and comprehend the educational problem.

For teachers, the principle of the activity approach requires, first of all, an understanding that learning is a joint activity (teacher and students) based on the principles of cooperation and mutual understanding. The “teacher-student” system achieves its effective indicators only when there is coordination of actions, a coincidence of purposeful actions of the teacher and student, which is ensured by the incentive system cognitive activity in design and research activities.

System-activity approach, which forms the basis of the new Standard, the main result of which is the development of the child’s personality based on universal educational activities , assumes:

education and development personality traits that meet the requirements of the information society;

transition to a strategy of social design and construction in the education system based on the development of educational content and technologies;

orientation on the results of education (development of the student’s personality based on UUD);

confession the decisive role of the content of education, methods of organizing educational activities and interaction between participants in the educational process;

accounting age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication with children;

security continuity of preschool, primary general, basic and secondary (complete) general education;

diversity organizational forms that ensure the growth of creative potential and cognitive motives of students.

The activity-based approach to learning includes:

- Availability children have a cognitive motive and a specific educational goal;
- performance students take certain actions to acquire missing knowledge;
- identification and development students have a way of acting that allows them to consciously apply acquired knowledge;
- formation Schoolchildren have the ability to control their actions;
- inclusion learning content in the context of solving significant life problems.

How to structure a lesson in order to implement the requirements of the Standard, the basis of which is a system-activity approach?

To build a lesson within the framework of GOSNOO, it is important to understand what should be Lesson performance criteria:

Lesson goals are set with a tendency to transfer functions from teacher to student.

The teacher systematically teaches children to carry out reflexive action (assess their readiness, detect ignorance, find the causes of difficulties, etc.)

A variety of forms, methods and techniques of teaching are used to increase the degree of student activity in the educational process.

The teacher knows the technology of dialogue, teaches students to pose and address questions.

The teacher effectively (adequate to the purpose of the lesson) combines reproductive and problem-based forms of education, teaches children to work according to the rule and creatively.

During the lesson, tasks and clear criteria for self-control and self-assessment are set (special formation of control and evaluation activities among students occurs).

The teacher seeks comprehension educational material by all students, using special techniques for this.

The teacher strives to evaluate the actual progress of each student, encourages and supports minimal success.

The teacher specifically plans the communicative tasks of the lesson.

The teacher accepts and encourages the student’s own position, a different opinion, and teaches the correct forms of their expression.

The style and tone of relationships set in the lesson create an atmosphere of cooperation, co-creation, and psychological comfort.

In the lesson there is a deep personal impact “teacher - student” (through relationships, joint activities etc.).

To include a child in active cognitive collective activities, it is necessary:

bind the material being studied relates to everyday life and the interests of students;

to plan lesson using a variety of forms and methods academic work, and, above all, all types of independent work, dialogic and design-research methods;

attract to discuss students' past experiences;

evaluate student achievement not only in terms of grades, but also in terms of content.

The implementation of the activity-based learning approach is based on the following methods:

Design

Role-playing\business games

Problematic method

Research method

Method for solving practical problems

Collective creative activity

Search method

Discussion method

Communicative

SDP technology. Like any other, it consists of the following elements: goal setting, specific educational content, taking into account specific conditions, preferred forms and methods of teaching and achieving results.

To achieve the desired goals and results in the system-activity teaching method, four types of lessons are used:

a lesson in discovering new knowledge;

reflection lesson;

lesson on building a knowledge system;

lesson of developmental control.

Literature:

An activity-based approach to teaching as a factor in the development of the personality of a primary school student. Access mode:

Activity approach to learning. The concept of design as an activity. Access mode:

System-activity approach to teaching. Access mode:

Thanks to new version of general education standards, the system-activity approach has become mandatory for all teachers in the country. How to meet the regulatory requirements of the standards without losing the interests of the student? How can a systems-activity approach benefit teachers and students? What exactly is he? How to conduct classes from the point of view of a system-activity approach?

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as part of the implementation of the Federal State Educational Standard

Prepared the material

teacher primary classes

MBOU Shakhunskaya Secondary School

No. 1 named after D. Komarova

Smirnova Tatyana Pavlovna

The theory and practice of the system-activity approach requires detailed study, mastering, and then introducing into practice lyceum education. Therefore, our conversation about this approach, of course, will not be limited to today’s lecture. The purpose of the meeting today is to consider the technology of the activity method as the basis for the formation educational activities in new generation standards.

The system-activity approach that underlies the development of new generation standards allows us to highlight the main results of training and education and create navigation for the design of universal educational activities that students must master; involves focusing on achieving the main result - the development of the student’s personality on the basis of universal educational actions of knowledge and mastery of the world, recognition of the decisive role of the content of education and methods of organizing educational activities and educational cooperation in achieving the goals of personal and social development of students.

Students' mastery of universal learning activities creates the opportunity for independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, i.e. the ability to learn.

Instead of simply transferring knowledge from teacher to student, the priority goal of school education becomes the development of the student’s ability to independently set educational goals, design ways to implement them, monitor and evaluate their achievements, in other words ability to learn.

The insufficiency of any amount of knowledge for successfully solving life’s problems is obvious to everyone today, so the student’s personality, his ability to “self-determination and self-realization”, to independently make decisions and bring them to execution, and to reflexively analyze his own activities come first.

The words of William Ward now become relevant: “The mediocre teacher expounds. A good teacher explains. An outstanding teacher shows. A great teacher inspires.”

As a result of the analysis, the main types of universal educational actions were identified:

personal (self-determination, meaning formation, realization of creative potential, social and professional mobility, actions of moral and ethical assessment);
regulatory (goal setting, planning, control, correction, assessment, forecasting);
cognitive (general educational, logical, sign-symbolic, cognitive and intellectual activity);
communicative (competence in communication, ability to listen, conduct dialogue, productive cooperation, free communication in Russian and foreign languages).

Thus, the system-activity approach contributes to the formation of such key competencies of students as:

willingness to solve problems,
technological competence,
readiness for self-education,
readiness to use information resources,
readiness for social interaction,
communicative competence.

The system-activity approach assumes:

education and development of personality traits that meet the requirements of the information society;
transition to a strategy of social design and construction in the education system based on the development of educational content and technologies;
recognition of the decisive role of the content of education, methods of organizing educational activities and interaction of participants in the educational process;
taking into account the age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication to determine the goals of education and ways to achieve them;
ensuring continuity of preschool, primary general, basic and secondary (complete) general education;
a variety of organizational forms and taking into account the individual characteristics of each student (including gifted children and children with disabilities), ensuring the growth of creative potential and cognitive motives;
guarantee of achieving the planned results of mastering the main educational program basic general education, which creates the basis for students’ independent successful acquisition of knowledge, skills, competencies, types, and methods of activity.

The activity approach is a teaching method in which the child does not receive knowledge in a ready-made form, but obtains it himself in the process of his own educational and cognitive activity. The fundamental difference between the technology of the activity method and the traditional technology of the demonstration-visual teaching method is that the proposed structure describes the activity of students, not the teacher.

The implementation of the activity method technology in practical teaching is ensured by the following system of didactic principles:

The principle of activity is that the student, receiving knowledge not in a ready-made form, but obtaining it himself, is aware of the content and forms of his educational activities, understands and accepts the system of its norms, actively participates in their improvement, which contributes to the active successful formation his general cultural and activity abilities, general educational skills.
The principle of continuity means continuity between all levels and stages of education at the level of technology, content and methods, taking into account age psychological characteristics children's development.
The principle of integrity involves the formation by students of a generalized systemic understanding of the world (nature, society, oneself, the sociocultural world and the world of activity, the role and place of each science in the system of sciences).
The minimax principle is as follows: the school must offer the student the opportunity to master the content of education at the maximum level for him (determined by the zone of proximal development of the age group) and at the same time ensure its mastery at the level of a socially safe minimum (state standard of knowledge).
The principle of psychological comfort involves the removal of all stress-forming factors of the educational process, the creation of a friendly atmosphere at school and in the classroom, focused on the implementation of the ideas of cooperation pedagogy, and the development of dialogue forms of communication.
The principle of variability - involves the formation by students of the ability to systematically enumerate options and make adequate decisions in situations of choice.
The principle of creativity means maximum focus on creativity in the educational process, the acquisition by students own experience creative activity.

The system-activity approach determines a change in the general paradigm of education, which is reflected in the transition from traditional to innovative education:

Traditional training	Innovative training (SDP)
The purpose of training is the acquisition of knowledge, skills, abilities	The purpose of schooling is to teach learning
Isolated from life study of the system of scientific concepts that make up the content of the academic subject	Incorporating learning content into the context of students solving life problems
Focus on academic content of school subjects	Understanding learning as a process of education and generation of meanings
Student’s spontaneous learning activity	Strategy for the purposeful organization of educational activities
Individual form of knowledge acquisition	Recognizing the critical role of learning collaboration in achieving learning goals

The concept of a system-activity approach is based on the foundations of developmental education, in which the student – the subject of universal educational actions – develops theoretical thinking and creative abilities in the zone of proximal development on the basis of everyday thinking and intellectual abilities.

The lesson, being the main form of organizing the educational process, is built on the same principles. The teacher, both previously and now, must plan the lesson in advance, think through its organization, conduct the lesson, and correct his actions and the actions of the students, taking into account analysis (self-analysis) and control (self-control).

The activity approach to lessons is carried out through:

Modeling and analysis of life situations in the classroom;
Using active and interactive techniques;
Participation in project activities, mastery of research techniques;
Involving students in gaming, evaluation and discussion, reflective, project activities, ensuring a free search for an effective approach to solving a problem that meets the individuality of the child

Activities of students:

work with sources of information, with modern means of communication;
critically comprehend current social information coming from various sources, formulate their own conclusions and value judgments on this basis;
solve cognitive and practical problems that reflect typical situations;
analyze modern social phenomena and events;
master typical social roles through participation in educational games and trainings that simulate situations from real life (in the lessons of the humanitarian cycle);
argue for the defense of their position, oppose other opinions through participation in discussions, disputes, debates about modern social problems;
carry out creative work and research projects.

Of course, with the introduction of a new generation of Federal State Educational Standards and the implementation of a system-activity approach, questions arise: “How to include the student in the educational process? How can I help his self-determination? The answer that the standards give us is only through action.

The goal of the activity approach is to develop the child’s personality as a subject of life activity.

It is clear that changing the Standard leads to a choice of such educational technologies, which, in turn, will work for the main thing, which in the Standard is defined by the phrase “teaching how to learn.”

The so-called “new” pedagogical technologies include humanistically oriented teaching technologies that take into account and develop the individual characteristics of students. These technologies meet the requirements of the Standard. We present to your attention a table in which those educational technologies, which are recommended for implementation within the framework of the activity approach laid down in the Federal State Educational Standard.

Technology Group	Pedagogical technologies SDP
1. Pedagogical technologies based on personal orientation of the pedagogical process	Pedagogy of cooperation
	Level differentiation technologies
2. Pedagogical technologies based on the activation and intensification of students’ activities	Gaming technology
	Problem-based learning
	Critical Thinking Technology
3. Pedagogical technologies of developmental education	Full absorption technology
3. Pedagogical technologies of developmental education	Developmental education technology
4. Pedagogical technologies based on increasing the efficiency of management and organization of the educational process	Group technologies
	Pedagogy of cooperation
	Technologies for organizing project activities
	Interactive teaching methods
5. Natural technologies	Health-saving technologies

Thus, we can conclude that when implementing a system-activity approach in education, one must remember the following principles:

activity approach to learning;
the task principle of constructing subject content based on the formation of UUD;
organizing children's independent and proactive search activities in the educational process;
orientation towards various collective forms of interaction between children and teachers both in educational and extracurricular activities.

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Lesson design

based on a systematic activity approach in the educational process

Prepared the material

primary school teacher

MBOU Shakhunskaya Secondary School

No. 1 named after D. Komarova

Smirnova Tatyana Pavlovna

Designing activity-oriented lessons

in the educational process of primary school.

Currently, major changes have taken place in the field of education. Adoption of a new standard in primary school not only entailed a revision of the long-established education system, but also allowed teachers to build the school educational space in a new way.

The Standard is based on a system-activity approach, which involves the education and development of personal qualities that meet the requirements of the information society and the tasks of building a democratic civil society based on a dialogue of cultures. To solve these problems, it is important for every elementary school teacher to understand WHAT, WHY and HOW to change in their activities.

Working on methodological topic department "Formation and development professional competence teachers during the experimental implementation of the Federal State Educational Standard" teachers of the department got acquainted with innovative processes in education in general and primary education in particular. The teachers were given the following tasks:

To study the activity-based paradigm of education as the most important condition for the implementation of the Federal State Educational Standard;

Study the typology of lessons in an activity-based approach to learning;

Master new type methodological product "Technological map".

Cultural - historical systemic - activityThe approach is based on the theoretical principles of the concept of L. S. Vygotsky, A. N. Leontyev, D. B. Elkonin, P. Ya. Galperin, revealing the basic psychological laws of the learning and upbringing process, the structure of students’ educational activities, taking into account the general patterns of ontogenetic age development children and teenagers.

The position that everything that happens in the mental sphere of a person is rooted in his activity was developed by A. N. Leontiev (1903-1979). At first he followed the line outlined by L. S. Vygotsky. But then, highly appreciating Basov’s ideas about “morphology” (the structure of activity, he proposed a scheme for its organization and transformation at various levels: in the evolution of the animal world, in the history of human society, as well as in individual human development - “Problems of psychic development” (1959) .

A. N. Leontyev emphasized that activity is a special integrity. It includes various components: motives, goals, actions. They cannot be considered separately; they form a system. He explained the difference between activity and action using the following example, taken from the history of human activity in primitive society. A participant in a primitive collective hunt, as a beater, scares away the game in order to direct it to other hunters who are hiding in ambush. The motive for his activity is the need for food. He satisfies his need by driving away prey, from which it follows that his activity is determined by the motive, while the action is determined by the goal that he achieves (scaring the game) for the sake of realizing the motive.

Similar psychological analysis child's learning situations. A schoolboy reads a book to pass an exam. The motive for his activity may be passing an exam, getting a mark, and the action may be mastering the contents of the book. However, a situation is possible when the content itself becomes a motive and captivates the student so much that he concentrates on it regardless of the exam and grade. Then there will be a “shift of the motive (passing the exam) to the goal (solving the educational problem).” This will create a motive. The previous action will turn into an independent activity.

From these simple examples it is clear how important it is, when studying the same objectively observable actions, to reveal the internal psychological background.

Turning to activity as a form of existence inherent in a person allows us to include in a broad social context the study of the foundations of psychological categories (image, action, motive, attitude, personality), which form an internally connected system.

Psychological basis of the concept of the system-activity approachis based on the following fundamental theses (V.P. Sukhov – Doctor pedagogical sciences, author of the concept of a system-activity approach in the developmental education of schoolchildren):

The world around us, the object of students’ knowledge, has a systematic organization. Any of its objects can be represented as systems. They cannot exist outside of systems.

If we consider objects of knowledge as systems, then the corresponding approach (principle) for their study should be a systemic one.

The development of systems is subject to the laws of dialectics; it is the basis of systems research.

Students' application of systems research is possible only on the basis of their own learning activities. Such activity is accompanied by the division of systems into component parts with further study of their multi-stage subordination. The introduction of a systematic approach into the educational activities of schoolchildren transforms it into a systemic activity approach.

The implementation of one’s own educational activity puts the student in the position of its subject. As a result, a subject-subject situation arises in the lesson in which the teacher and student interact as equal partners in joint activities. The student acts on the principle “I am learning.” In traditional teaching, the subject of activity in the lesson is the teacher, a violation of the subject-object situation arises, in which the student is limited as an object pedagogical activity teachers and acts on the principle “they teach me.”

Ensuring the student's subjective position and system-activity approach is possible during the transition from traditional to developmental education technology.

The study of systems will inevitably require a systematic organization of schoolchildren’s educational activities. It has five main components:educational and cognitive motives,i.e., awareness of “why I need to study this object,” action goal setting (“what should I do...”: choice of means and methods, planning solutions (“how and in what sequence should I solve the problem”),problem solving and reflective-evaluative actions(“everything and did I do it right, what else needs to be done to achieve the goal”)

Actions with systems highlight the mental activity of schoolchildren, based on the dialectical principles of cognition, adequate to the dialectics of natural systems.

In educational activities, these principles must be transformed for students in an accessible form into rules of cognition - general methods of mental activity, used as interdisciplinary principles of cognition. (The first rule is “study the subject as a whole, give it general characteristics"; second - “divide the subject into parts, study each separately”; third - “connect the studied parts, consider how they interact”). These rules express in an accessible form one of the basic dialectical principles of cognition - the unity of analysis and synthesis.

These rules allow students to draw up basic plans for the study of objects, carry out transfers on them and independently advance in the study of multi-stage systems from a higher rank of their upper floors - general, abstract, to the lower ones - concrete, gradually approaching the essence of the objects being studied. The rule applies: do not “close the notebook” and “don’t peek”, but “open the notebook”, use the reference diagram, and develop a complete sequential answer based on it.

The system-activity approach and theoretical problem solving are materialized in models performed in symbolic and literal forms. Models act both as a method of cognition - educational modeling, and as a product of students’ cognitive activity.

Schoolchildren’s own educational activities, an important component of the system-activity approach, are implemented as a personal-activity approach to learning. It can be expressed by the formula “activity - personality”, i.e. “what is the activity, so is the personality” and “outside of activity there is no personality.” Educational activity becomes a source of internal development of the student, the formation of his creative abilities and personal qualities.

The Federal State Educational Standard is based on a system-activity approach, which assumes:

Education and development of personality traits that meet the requirements of the information society;

Transition to a strategy of social design and construction in the education system based on the development of educational content and technologies;

Focus on educational results (development of the student’s personality based on educational learning);

Recognition of the decisive role of the content of education, methods of organizing educational activities and interaction of participants in the educational process;

Taking into account the age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication to determine the goals of education and ways to achieve them;

Ensuring continuity of preschool, primary general, basic and secondary (complete) general education;

A variety of organizational forms and taking into account the individual characteristics of each student (including gifted children and children with disabilities), ensuring the growth of creative potential and cognitive motives;

Guaranteed achievement of the planned results of mastering the basic educational program of primary general education, which creates the basis for students’ independent successful acquisition of knowledge, skills, competencies, types, methods of activity.

System-activity approach

The main result is the development of the child’s personality

based on universal learning activities

Main pedagogical task –

creation and organization of conditions,

initiating children's action

What is important for a primary school teacher to know and be able to do?

know the principles of the activity approach;
be able to implement it in practice;
master new system assessment – criterion-based;
master the principles of organizing dialogue in the classroom.

Consistent implementation of the system-activity approach increases the effectiveness of education in terms of:

giving educational results a socially and personally significant character;

more flexible and durable assimilation of knowledge by students, the possibility of their independent movement in the field of study;

the possibility of differentiated learning while maintaining a unified structure of theoretical knowledge;

a significant increase in motivation and interest in learning among students;

providing conditions for general cultural and personal development based on the formation of UUD, ensuring not only the successful acquisition of knowledge, skills and abilities, but also the formation of a picture of the world and competencies in any subject area of cognition.

The activity approach determines a change in the general paradigm of education, which is reflected in the transition:

from defining the goal of schooling as the acquisition of knowledge, skills, abilities to defining this goal as the formation of the ability to learn;
from the spontaneity of the student’s educational activity to the strategy of its purposeful organization and systematic formation;

from the isolated study by students of the system of scientific concepts that make up the content of the academic subject, to the inclusion of the content of learning in the context of solving significant life problems;

from an individual form of knowledge acquisition to recognition of the decisive role of educational cooperation in achieving learning goals

Systemically - activity approach- methodological basis standards primary general education new generations. The system-activity approach is aimed at personal development, at the formation civic identity. Training must be organized in such a way as to purposefully lead development. Since the main form of organization of learning is a lesson, it is necessary to know the principles of lesson construction, an approximate typology of lessons and criteria for assessing a lesson within the framework of a systemic activity approach.

System of didactic principles.

The implementation of the activity method technology in practical teaching is ensured by the followingsystem of didactic principles:

1) The principle of activity is that the student, receiving knowledge not in a ready-made form, but obtaining it himself, is aware of the content and forms of his educational activities, understands and accepts the system of its norms, actively participates in their improvement, which contributes to active successful formation of his general cultural and activity abilities, general educational skills.

2) The principle of continuity – means continuity between all levels and stages of education at the level of technology, content and methods, taking into account the age-related psychological characteristics of children’s development.

3) Principle of integrity – involves the formation by students of a generalized systemic understanding of the world (nature, society, oneself, the sociocultural world and the world of activity, the role and place of each science in the system of sciences).

4) Minimax principle – is as follows: the school must offer the student the opportunity to master the content of education at the maximum level for him (determined by the zone of proximal development of the age group) and at the same time ensure its mastery at the level of a socially safe minimum (state standard of knowledge).

5) Principle psychological comfort– involves the removal of all stress-forming factors of the educational process, the creation of a friendly atmosphere at school and in the classroom, focused on the implementation of the ideas of cooperation pedagogy, and the development of dialogue forms of communication.

6) The principle of variability – involves students developing the ability to systematically sort through options and make adequate decisions in situations of choice.

7) The principle of creativity – means maximum focus on creativity in the educational process, the acquisition by students of their own experience of creative activity.

Typology of lessons by A.K. Dusavitsky.

The type of lesson determines the formation of one or another educational action in the structure of educational activity.

Lesson on setting an educational task.
Lesson on solving an educational problem.
Lesson on modeling and model transformation.
A lesson in solving particular problems using the open method.
Lesson on control and evaluation.

Typology of lessons in the didactic system of the activity method

"School 2000..."

Activity-oriented lessons on goal setting can be divided into four groups:

lessons of “discovery” of new knowledge;
reflection lessons;
lessons of general methodological orientation;
lessons of developmental control.

1. A lesson in “discovering” new knowledge.

Activity goal:formation of students' ability to a new way of acting.

Educational goal:expansion of the conceptual base by including new elements into it.

2. Reflection lesson.

Activity goal:developing in students the ability to reflect on correctional-control type and implement correctional norms (fixing their own difficulties in activities, identifying their causes, constructing and implementing a project to overcome difficulties, etc.).

Educational goal:correction and training of learned concepts, algorithms, etc.

3. Lesson of general methodological orientation.

Activity goal:formation of students’ ability to a new way of action associated with building the structure of the studied concepts and algorithms.

Educational goal:identifying the theoretical foundations for constructing content and methodological lines.

4. Lesson of developmental control.

Activity goal:formation of students’ ability to carry out control functions.

Educational goal:control and self-control of learned concepts and algorithms.

The theoretically based mechanism of control activities involves:

presentation of a controlled option;
the presence of a conceptually justified standard, rather than a subjective version;
comparison of the tested option with the standard according to the agreed mechanism;
assessment of the comparison result in accordance with a previously justified criterion.

Thus, developmental control lessons involve organizing the student’s activities in accordance with the following structure:

students writing a test version;
comparison with an objectively justified standard for performing this work;
students' assessment of the comparison result in accordance with previously established criteria.

Dividing the educational process into lessons of different types in accordance with the leading goals should not destroy its continuity, which means it is necessary to ensure the invariance of the teaching technology. Therefore, when constructing a technology for organizing lessons of different types, the following should be preserved:activity teaching methodand a corresponding system of didactic principles is provided as the basis for building the structure and conditions of interaction between teacher and student.

To construct a lesson within the framework of the Federal State Educational Standard, it is important to understand what the criteria for the effectiveness of a lesson should be, regardless of what typology we adhere to.

Lesson goals are set with a tendency to transfer functions from teacher to student.
The teacher systematically teaches children to carry out reflexive action (assess their readiness, detect ignorance, find the causes of difficulties, etc.)
A variety of forms, methods and techniques of teaching are used to increase the degree of student activity in the educational process.
The teacher knows the technology of dialogue, teaches students to pose and address questions.
The teacher effectively (adequate to the purpose of the lesson) combines reproductive and problem-based forms of education, teaches children to work according to the rule and creatively.
During the lesson, tasks and clear criteria for self-control and self-assessment are set (special formation of control and evaluation activities among students occurs).
The teacher ensures that all students understand the educational material, using special techniques for this.
The teacher strives to evaluate the actual progress of each student, encourages and supports minimal success.
The teacher specifically plans the communicative tasks of the lesson.
The teacher accepts and encourages the student’s own position, a different opinion, and teaches the correct forms of their expression.
The style and tone of relationships set in the lesson create an atmosphere of cooperation, co-creation, and psychological comfort.
In the lesson there is a deep personal impact “teacher - student” (through relationships, joint activities, etc.)

The structure of lessons for learning new knowledge within the framework of the activity approach is as follows:

1. Motivation for educational activities.

2. Updating and recording individual difficulties in a trial educational action.

3. Identifying the location and cause of the difficulty.

4. Construction of a project for getting out of the difficulty (goal and topic, method, plan, means).

5. Implementation of the constructed project.

6. Primary consolidation with pronunciation in external speech.

7. Independent work with self-test according to the standard.

8. Inclusion in the knowledge system and repetition.

9. Reflection on learning activities in the lesson (result).

All these areas are reflected in the content "Technological maps».

Routing allows:

implement the education standard;
understand and apply in the system the proposed technology for the formation of universal educational actions in students;
to form a holistic picture of the world through the real use of “interdisciplinary connections”;
fully use the educational potential of the educational complex “Perspective”;
determine the level of disclosure of the material and correlate it with the material being studied in subsequent grades;
implement regional and school material based on the material of the educational complex “Perspective”
realize your creative potential (the technological map contains ready-made developments of all topics in the curriculum subjects,
the teacher is freed from routine unproductive work preparing for lessons);
individualize and differentiate the educational process.

To fully and effectively use technological maps, you need to know a number of principles and provisions that are mandatory for working with it. "Routing" - the new kind methodological products that provide the teacher with effective and high-quality mastery of a new educational course by moving from lesson planning to designing the educational process by topic. The technological map provides a description of the learning process in a certain structure and in a given sequence.

Design of universal tools ( technological map) is aimed at achieving the results stated in the standardssecond generation. The standards answer the question: “What to teach?”, the technological map – “How to teach“How to help a child effectively master the content of education and achieve the required results.

Compared to traditional “training manuals”, the technological map reveals the topic of studying the material, and not just one lesson, which makes it possible to systematically master the content from goal to result, set and solve problems of achieving not only subject results, but also personal and meta-subject results.

The technological map includes:

topic name;
the number of hours allocated for its study;
the goal of mastering educational content;
planned results (personal, subject, meta-subject);
basic concepts of the topic;
interdisciplinary connections and organization of space (forms of work and resources);
technology for studying this topic;
a system of diagnostic tasks that determine the level of mastery of the material at each stage of its study;
control tasks on the topic, determining the achievement of planned results within the framework of studying the stated topic

The “Study Technology” section is divided into stages of learning. At each stage of the work, the goal and predicted result are determined, practical tasks are given to practice the material and diagnostic tasks to check its understanding and assimilation, at the end of the topic - a control task that checks the achievement of the planned results. The description of each stage indicates the purpose of the learning activity and learning tasks.

At the first stage of training, “Self-determination in activity,” stimulating students’ interest in studying a specific topic is organized through a situational task. This stage involves the following steps:

Motivation as stimulation of interest;

Determining needs as a personally significant component of studying this topic;

Identifying what is missing in knowledge and skills to solve a situational task and determining the purpose of the learning activity at the next stage.

At the stage of “Educational and cognitive activity”, the development of content blocks of the topic is organized. To master the educational content, educational tasks for “knowledge”, “understanding”, and “skill” are offered.

At the stage of “Intellectual-transformative activity”, students are asked to complete practical tasks:

informative, where students work using a model on the board;
improvisational, where students use tasks that differ from the sample in content or form;
heuristic, where students complete their own version of the task.

Completing the task involves self-organization of schoolchildren, which contains: preparation for the implementation (planning) of the activity, execution and presentation of the work.

The result of this stage is:

Student orientation in different types of tasks (cognitive action);

Student self-organization when completing a task (regulatory action);

The student’s use of adequate verbal statements to present the result (cognitive, communicative action);

Showing your attitude (gratitude) to the characters in the textbook and the teacher (personal action);

The student’s ability to solve a given problem (cognitive, regulatory action), i.e. use acquired knowledge and skills in specific practical activities.

At the stage of reflective activity, students correlate the result obtained with the set goal (self-analysis - regulatory action) and evaluate the activity (self-esteem - personal action) in mastering the topic.

Unlike other teaching aids, when using a map at each stage of teaching, the teacher can confidently say whether he has achieved the result or not. And if, in accordance with the result predicted by the teacher, more than 60% of the students in the class completed the diagnostic work at a specific stage, then we can say with confidence that the material is understood, mastered, and you can move on. If the task is completed correctly by less than 60% of the students, then the teacher needs to once again return to the material covered and complete its full mastery. Only after this can you move on to the next stage.

Some simple rules working with a technological map.

1. Use technology maps to work on a topic or section of the course.

2. Carefully read the topic on which you will work.

3. Find it in the textbook of the subject you are studying, and prepare the textbooks that are marked in the “interdisciplinary connections” section.

4. Get to know the goals of studying the topic, compare them with the planned results, identify tasks that will help achieve your goal (Correlate the goals with previously covered material).

5. Read the highlighted basic concepts of the topic being studied, see in which subjects they are still being studied (interdisciplinary connections).

6. Analyze the meaning of the planned results, especially in terms of universal learning activities

7. Select “your” forms of work in accordance with the goals and conditions of learning: for active work or quiet activities, for searching for information or demonstrating achievements, etc. This will help expand the boundaries of the use of resources, which include the educational complex “Perspective”, visual aids available at school, interactive or simply additional work boards, exhibitions, stands, and so on.

8. In the “Training Technology” section, follow the algorithm proposed in the map. This will help you not miss a single element in achieving the goal set at the stage, and most importantly, achieve effective and high-quality mastery of the topic

9. At the first stage, motivating students to study the topic, you can use the task given in the map, take it from the textbook, or offer your own.

10. Record in the map the changes you make and correlate them with the further algorithm for passing the topic.

11. Make sure that the student knows, understands, and is skilled in the material being studied, in what way he performs it, i.e., complete the task proposed in the column of the same name, and only after that proceed to the next stage.

12. Try to complete all the proposed diagnostic and control tasks. Then you can say with confidence: “This topic has been completed, the planned results have been achieved. Let's move on."

Compare the stages and steps of the technological map with the lesson plan that you use, and choose for yourself the optimal way to organize the work.

When using a technological map, lesson planning may not be necessary.

Structure of the “Technological map”:

Technological map for studying the topic (topic name)

Organization of space
Interdisciplinary connections	Forms of work	Resources

Stage I. Motivation for activity
Target -	Problematic situation.
Stage II. Educational and cognitive activity
Sequence of study		Diagnostic task

Target -

Stage III. Intellectual and transformative activities
Target -	Reproductive task Improvisation task Heuristic task Self-organization in activities
Stage VI. Monitoring and evaluation of performance results.
Forms of control; control task.		Performance evaluation
		Self-esteem	Evaluation of the present

If it is difficult or unusual to design a topic, then you can limit yourself to designing one lesson. Changes or additions may be made to this structure.

Literature:

L. G. Peterson: “Integrative technology of developmental education”, Moscow: Research Institute of School Technologies, 2006.

L. G. Peterson: Program for testing the over-subject course “World of Activity”, M.; "Enlightenment", 2010.

Methodical manual “Implementation of new educational standards in primary schools using the educational complex “Perspective” (to help the teacher).

OJSC Publishing House Prosveshcheniye, 2010

Implementation

Observations

Yes

partially

how, in what form, when performing what tasks

Motivation for educational activities.

This stage of the learning process involves the student’s conscious entry into the space of learning activity in the lesson. For this purpose, at this stage, his motivation for educational activities is organized, namely:

1) the requirements for it from educational activities are updated (“must”);
2) conditions are created for the emergence of an internal need for inclusion in educational activities (“I want”);

3) the thematic framework (“I can”) is established.

In the developed version, there are processes of adequate self-determination in educational activity and self-reliance in it, which involve the student comparing his real “I” with the image “I am an ideal student,” consciously subordinating himself to the system of normative requirements of educational activity and developing internal readiness for their implementation.

Updating and recording individual difficulties in a trial learning activity.

At this stage, preparation and motivation of students for proper independent implementation of a trial educational action, its implementation and recording of individual difficulties are organized.

Accordingly, this stage involves:

1) updating the studied methods of action sufficient to construct new knowledge, their generalization and symbolic fixation;
2) updating of relevant mental operations and cognitive processes;
3) motivation for a trial educational action (“need” - “can” - “want”) and its independent implementation;
4) recording individual difficulties in performing a trial educational action or justifying it.

Identifying the location and cause of the problem.

At this stage, the teacher organizes for students to identify the location and cause of the difficulty. To do this, students must:

1) restore the operations performed and record (verbally and symbolically) the place - step, operation where the difficulty arose;

2) correlate your actions with the method of action used (algorithm, concept, etc.) and on this basis, identify and record in external speech the cause of the difficulty - those specific knowledge, skills or abilities that are lacking to solve the original problem and problems of this class or like in general.

Construction of a project for getting out of a difficulty (goal and topic, method, plan, means).

At this stage, students in a communicative form think about the project of future educational actions: they set a goal (the goal is always to eliminate the difficulty that has arisen), agree on the topic of the lesson, choose a method, build a plan to achieve the goal and determine the means - algorithms, models, etc. This process is led by the teacher: at first with the help of introductory dialogue, then with stimulating dialogue, and then with the help of research methods.

Implementation of the completed project.

At this stage, the completed project is being implemented: various options, proposed by students, and the optimal option is selected, which is recorded in the language verbally and symbolically. The constructed method of action is used to solve the original problem that caused the difficulty. Finally, it is specified general character new knowledge and overcoming a previously encountered difficulty is recorded.

Primary consolidation with pronunciation in external speech.

At this stage, students in the form of communication (frontally, in groups, in pairs) solve standard tasks on new way actions with speaking the solution algorithm out loud.

Independent work with self-test according to the standard.

When carrying out this stage, an individual form of work is used: students independently perform tasks of a new type and self-test them, step by step comparing them with the standard. At the end, a performance reflection is organized on the progress of the implementation of the constructed project of educational actions and control procedures.

The emotional focus of the stage is to organize, if possible, a situation of success for each student, motivating him to engage in further cognitive activity.

Inclusion in the knowledge system and repetition.

At this stage, the boundaries of applicability of new knowledge are identified and tasks are performed in which a new method of action is provided as an intermediate step.

When organizing this stage, the teacher selects tasks that train the use of previously studied material that has methodological value for introducing new methods of action in the future. Thus, on the one hand, there is an automation of mental actions according to the learned norms, and on the other, preparation for the introduction of new norms in the future.

Reflection on learning activities in the lesson (result).

At this stage, new content learned in the lesson is recorded, and reflection and self-assessment of students’ own learning activities is organized. At the end, its goal and results are correlated, the degree of their compliance is recorded, and further goals of the activity are outlined.

Processing of observation results: Slide 1

Construction of a lesson based on a system-activity approach. The material was prepared by a primary school teacher at MBOU Shakhun Secondary School No. 1 named after. D. Komarova Smirnova Tatyana Pavlovna

Types of lesson: 1. Lesson of discovering new knowledge 2. Lesson of reflection 3. Lesson of building a knowledge system 4. Lesson of developmental control.

Lesson in discovering new knowledge: Activity goal: developing the skills to implement new methods of action; developing the skills to independently construct and apply new knowledge; Content goal: forming a system of concepts, expanding the conceptual base (subject and meta-subject)

Reflection lesson Activity goal: developing in students the ability to identify the causes of difficulties and correct their own actions. Content goal: consolidation and, if necessary, correction of learned methods of action, concepts, algorithms, etc.

Lesson on building a knowledge system Activity goal: developing in students the ability to structure and systematize the subject content being studied and the ability to perform educational activities. Content goal: identifying the theoretical foundations for the development of content-methodological lines and building generalized norms of educational activity.

Developmental control lesson Activity goal: developing students’ abilities to carry out the control function. Content goal: control and self-control of the studied concepts and algorithms.

Stages of a lesson in discovering new knowledge 1. Motivation for educational activities The purpose of the stage: inclusion of students in educational activities at a personally significant level. - What does it mean to be able to learn - I want, I can, I need to

2. Updating knowledge and trial educational action The purpose of the stage: readiness of thinking and awareness of the need to build a new way of action. - Updating the necessary knowledge of knowledge - Generalization of knowledge of knowledge - Trial educational action - Fixing a difficulty

3. Identifying the place and cause of the difficulty The purpose of the stage: to identify the place and causes of the difficulty - What I did, what knowledge I applied - Where the difficulty arose (place) - Why it arose (reason) Difficulty - Cause - Purpose

4. Constructing a project for getting out of the difficulty. Goal of the stage: setting the goal of the educational activity, choosing the method and means of its implementation. - What knowledge am I building, what am I learning (goal) - How am I building it and with what help (choice of method and means) - Plan for building new knowledge

5. Implementation of the constructed project Goal of the stage: construction and recording of new knowledge - Implementation of the constructed project - Recording of new knowledge in speech and symbolically (standard) - Solving the problem that caused difficulty

6. Primary consolidation with commenting in external speech. Purpose of the stage: application of new knowledge in standard tasks - Solving standard tasks for new knowledge - Pronunciation in external speech (by all students)

7.Independent work with self-test according to the standard. Purpose of the stage: self-test of the ability to apply new knowledge in standard conditions - Performing independent work - Self-test (using the standard) - Correcting errors - Creating a situation of success

8. Inclusion in the knowledge system and repetition The purpose of the stage: inclusion of new knowledge in the knowledge system, repetition and consolidation of previously learned. - The limits of applicability of new knowledge - Tasks in which new knowledge is connected with previously learned ones - Repetition tasks - Tasks on propaedeutics of studying subsequent topics

9. Reflection on learning activities in the lesson The purpose of the stage: correlation of the purpose of the lesson and its results, self-assessment of work in the lesson, awareness of the method of constructing new knowledge. - Fixation of new content - Reflection on educational activities - Self-assessment of activities in the lesson - Homework

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System-activity approach in modern education

Uvarova T.L. - Deputy Director for HR

MBOU "Secondary school No. 35 named after. K.D. Vorobyov"

(Slide1)The 2nd generation Federal State Educational Standards have become firmly established in modern education. The developmental potential of educational standards becomes the most significant.

(Slide 2)“Personal development is the meaning and goal of modern education” (From the Concept of the Federal State Educational Standard of the 2nd generation)

The standards are based on a system-activity paradigm. This means that the learning process is not only the assimilation of knowledge, but also the process of personal development, spiritual, moral, and socially adapted.

(Slide 3)Therefore, the priority of education in the context of the implementation of the 2nd generation Federal State Educational Standards becomes the student’s own activities and the students’ mastery of universal methods of activity (universal educational actions).

(Slide 4) Methodological basis The concept of new educational standards is the system-activity approach (SAP).

The main result of which is the development of personality based on educational activities. And the main pedagogical task is the creation and organization of conditions that initiate children's action.

(Slide 5)The emphasis of education is shifting.

Questions arise:

What to teach

Why teach?

How to teach.

This leads to:

Content update,

Education values (motives),

Learning aids.

Therefore, the requirements change accordingly for:

The structure of general educational programs,

OOP results,

Conditions for the implementation of the educational process.

(Slide 6)All objects of knowledge at school, as well as in the outside world, are presented as systems, therefore the appropriate approach to studying them is a systemic one. The development of systems is subject to the laws of dialectics; it is the basis of systems research. Students' application of systems research is possible only on the basis of their own learning activities. The introduction of a systematic approach to the educational activities of schoolchildren transforms it into a systemic-activity approach, that is, students develop a system of knowledge on the subject. New knowledge is not given ready-made, but is acquired by students in the process of educational research under the guidance of a teacher.

(Slide 7)Schoolchildren’s own educational activities are an important component of SDP. Educational activity becomes a source of internal development of the student, the formation of his creative abilities and personal qualities. As is the activity, so is the personality. There is no personality outside of activity.

With a system-activity approach, the assessment system changes. Mastering the system of educational actions with the educational material being studied leads to the ability to solve educational-cognitive and educational-practical problems (in contrast to the previous focus on testing the mastery of the mandatory minimum content of education).

(Slide8)What caused the need to implement
system-activity approach?

SDP ensures the systematic inclusion of the child in the process of independent construction of new knowledge.

(Slide 9)What are the main characteristics of SDP?

$1o The learning process is always a learning activity.

$1o The learning process is always creative.

$1o Learning activities at the first stage involves joint educational and cognitive activity of a group of students under the guidance of a teacher.

(Slide 10)SDP implements the transition:

$1o From defining the goal of learning as mastering knowledge of knowledge to defining the goal of learning as developing the ability to “learn.”

$1o From the spontaneity of a student’s activity to its purposeful organization.

$1o From orientation to the educational and subject content of school subjects to the student’s awareness of learning activities.

$1o From the individual form of learning knowledge to the recognition of the leading role of educational cooperation as a way of learning in the “zone of proximal development” of each child.

(Slide 11)SDP technology is a mechanism for qualitatively achieving new educational results and includes:

$1o motivation for educational activities;

$1o updating knowledge;

$1o problematic explanation of new knowledge;

$1o primary consolidation in external speech;

$1o independent work with self-test (inner speech);

$1o inclusion of new knowledge in the knowledge system and repetition;

$1o lesson summary.

The system-activity approach allows us to highlight the main results of training and education in the context of key tasks and universal educational actions that students must master.

The fundamental difference between the technology of the activity method and the traditional technology of demonstration-visual teaching method is, firstly, that the proposed structure describes the activity of students, not the teacher.

The formation of universal educational actions as the goal of the educational process determines its content and organization.

The formation of universal educational actions occurs in the context of mastering various subject disciplines.

Universal educational actions, their properties and qualities determine the effectiveness of the educational process, in particular the acquisition of knowledge and skills; formation of the image of the world and the main types of competencies of the student, including social and personal competence.

In order for students’ knowledge to be the result of their own searches, it is necessary to organize these searches, manage, and develop their cognitive activity.

The teacher’s position: approach the class not with an answer (ready-made knowledge, abilities, skills), but with a question.

Student position: for knowledge of the world (in specially organized conditions for this).

An educational task is a task by solving which the child fulfills the teacher’s goals. It may or may not coincide with the purpose of the lesson.

Educational activity is a controlled educational process.

A learning action is an action to create an image.

An image is a word, a drawing, a diagram, a plan.

Evaluative action - I can do it! I can do it!

Emotionally - value assessment - I think so... (formation of worldview)

Instead of simply transferring knowledge, abilities, and skills from teacher to student, the priority goal of school education becomes the development of the student’s ability to independently set educational goals, design ways to implement them, monitor and evaluate their achievements, in other words, the ability to learn. The teacher is not the only actor in the classroom.

(Slide 12)At what stages are UUDs formed?

$1o Acquiring initial experience in performing an action during trial attempts.

$1o Problematizing the previous way of doing it as insufficient to obtain the required result.

$1o Formation of a new method (algorithm) of action, establishment of primary connections with existing methods.

$1o Training on the use of a new method, acquisition of skills, intermediate self-control and correction.

$1o Final control and establishment of systemic connections with existing methods.

(Slide 13)The following modern educational technologies are used in SDP:

$1o problematic - dialogical technology;

$1o mini-research technology;

$1o organization of project activities;

$1o assessment of educational achievements (academic success);

$1o collaboration technology;

$1o ICT – technology .

Each stage of the lesson uses its own active methods to effectively solve specific lesson problems. I will give an example of such methods.

AMO of the beginning of the lesson (checking homework) "Step forward".

Goal: quickly put the class into work, set the desired rhythm, ensure a working spirit and a friendly atmosphere in the class.

This could be solving a crossword puzzle, solving a non-standard task, etc. (at the discretion of the teacher). The main thing is to “capture” the attention of students. Participants: all students. Time: 5 - 7 minutes.

AMO clarifying expectations and concerns “Tree of Possible Options”, “Bouquet of Joy”, “Basket of Success”, etc.

At the stage entry into the topic(lesson summary) the teacher organizes a discussion, during which the goals and objectives of the lesson should be formulated, as well as the expectations and concerns of both the teacher and students expressed.

Goal: to identify the expectations and concerns of students in the lesson. Participants: all students. Required material: a schematic drawing of a tree on which stickers will be glued at the end of the lesson.

Conduct: The teacher offers students on sticky notes yellow color write what they expect in the lesson, and on the red one - what they are afraid of. At the end of the lesson, students cover the “tree” with colored leaves: yellow for fulfilled expectations and unfulfilled fears, red for unfulfilled expectations and confirmed fears.

Evaluation of the lesson result: yellow tree - goals achieved, roots are strong, crown is thick, we are waiting for fruits. The mahogany tree did not grow as expected.

Examples from our own practice

The system-activity approach is fully implemented in practical and laboratory work and outside of school hours when conducting research.

Performing laboratory work:

Work in small groups (if one violates the rules for working with laboratory equipment, then the work for two is completed) - self-control and cooperation;

Working with instructions (laboratory work plan);

Active learning method "Blind Spots".

How does the ideology, structure, requirements, content of the Federal State Educational Standard differ from the standards of 2004, what will the portrait of a school graduate be like? Great hopes for fundamental changes in the educational process are pinned on the second generation standards (FSES), where the leading slogan of past years, “Education for Life,” has been replaced by the slogan “Education throughout life.”

The fundamental difference of the modern approach is the orientation of standards on the results of mastering basic educational programs. Results mean not only subject knowledge, but also the ability to apply this knowledge in practical activities.
What is the novelty of the modern lesson in the context of the introduction of the second generation standard?

Individual and group forms of work in the classroom are more often organized. The authoritarian style of communication between teacher and student is gradually being overcome.

What are the requirements for a modern lesson:

A well-organized lesson in a well-equipped classroom should have a good start and a good ending;

The teacher must plan his activities and the activities of his students, clearly formulate the topic, purpose, and objectives of the lesson;

The lesson should be problematic and developmental: the teacher himself aims to cooperate with students and knows how to direct students to cooperate with the teacher and classmates;

The teacher organizes problem and search situations, activates the activities of students;

The students themselves make the conclusion;

Minimum reproduction and maximum creativity and co-creation;

Time saving and health saving;

The focus of the lesson is on children;

Taking into account the level and capabilities of students, which takes into account such aspects as the profile of the class, the aspirations of students, and the mood of children;

Ability to demonstrate the methodological art of a teacher;

Feedback planning;

The lesson should be good.

How was a typical lesson? The teacher calls the student, who must tell him his homework - a paragraph read from the textbook. Then he gives a rating and asks the next one. The second part of the lesson - the teacher tells the next topic and assigns homework.

Now, in accordance with the new standards, it is necessary, first of all, to strengthen the child’s motivation to understand the world around him, to demonstrate to him that school classes are not about obtaining knowledge abstract from life, but on the contrary - the necessary preparation for life, its recognition, search useful information and skills to apply it in real life.

If we talk about specific methods that teach universal educational actions, they may include excursions and search additional material on a given topic, and exchange of opinions, and identifying controversial issues, and building a system of evidence, and speaking to an audience, and discussion in groups, and much more.
Lessons should be structured according to a completely different scheme. If now the most common explanatory and illustrative method of work is when the teacher, standing in front of the class, explains the topic and then conducts a sample survey, then in accordance with the changes, the emphasis should be on the interaction between students and the teacher, as well as the interaction of the students themselves. The student must become a living participant in the educational process. Today, some children remain unnoticed during the lesson. It’s good if they really heard and understood something during the lesson. And if not?

The group form of work has many advantages: during a lesson, a child can play the role of a group leader or consultant. The changing composition of the groups will ensure much closer communication between classmates. Moreover, practice shows that children become more relaxed in communication, because not every child can easily stand in front of the whole class and answer the teacher. “Aerobatics” in conducting a lesson and the ideal embodiment of new standards in practice is a lesson in which the teacher, only guiding the children, gives recommendations during the lesson. Therefore, children feel that they are teaching the lesson themselves.

When implementing the Federal State Educational Standard, it is important for the teacher to understand what fundamentally new didactic approaches to the lesson regulate regulations. If we compare the goals and objectives with previous standards, their wording has changed little. There has been a shift in emphasis on the results of mastering the basic educational program of basic general education. They are presented in the form of personal, meta-subject and subject results. You can, of course, draw parallels with the teaching, developmental and educational goals of the lesson, but they consider the result of the lesson in different planes. All educational activities should be built on the basis of an activity approach, the purpose of which is to develop the student’s personality based on the development of universal methods of activity. A child cannot develop if he passively perceives educational material. It is his own action that can become the basis for the formation of his independence in the future. This means that the educational task is to organize conditions that provoke children's action. As an example, we can cite assignments from traditional textbooks and textbooks on the Federal State Educational Standard.

(Slide 14) (Slide 15) Federal State Educational Standards introduce a new concept - an educational situation, which means a special unit of the educational process in which children, with the help of a teacher, discover the subject of their action, explore it, performing various educational actions, transform it, for example, reformulate it, or offer their own description, etc. etc., partially - they remember. In connection with the new requirements, the teacher is tasked with learning to create learning situations as special structural units of educational activity, as well as being able to translate educational tasks into a learning situation.

The creation of a learning situation should take into account:

Child's age;

Specifics of the academic subject;

Measures of the formation of students' UAL.

To create a learning situation, the following techniques can be used:

Present contradictory facts and theories;

To expose everyday ideas and present scientific fact;

Use the “bright spot” and “relevance” techniques.

A learning situation can be a task to create: a table, graph or diagram based on the content of a read text, an algorithm according to a certain rule, or completing a task: to explain the content of a read text to a class student or practical work, etc.

(Slide 16-20)Show photos from lessons slowly.

In this case, the educational material being studied acts as material for creating a learning situation in which the child performs certain actions (works with reference literature, analyzes the text, finds spelling patterns, grouping them or identifying groups among them). Masters the methods of action characteristic of the subject, i.e. acquires, along with subject-specific, cognitive and communicative competencies.

Structure modern lessons, must be dynamic, using a set of diverse operations combined into purposeful activities. It is very important that the teacher supports the student’s initiative in the right direction and ensures the priority of his activities in relation to his own.

Productive tasks are the main means of achieving educational results:

The problems faced by teachers: the inability of children to independently solve the tasks assigned to them, lack of creative potential, difficulties in communication, forced the new Federal State Educational Standard to significantly change the portrait of a school graduate.

If a student has the qualities laid down in the Federal State Educational Standard, then, upon moving to the middle level, he himself will be able to become an “architect and builder” of the educational process, independently analyze his activities and make adjustments to them.

Thus, in contrast to the 2004 standard, the new Federal State Educational Standards introduce significant changes to the goals, content and organization of the educational process, which entail the need to restructure all educational activities in the school and, first of all, the teacher who provides it.

According to the system-activity approach, students master the ability to formulate and analyze facts, work with various sources, put forward hypotheses, carry out proof of the correctness of hypotheses, formulate conclusions, defend their position when discussing educational activities, which forms moral qualities personality.

The basic concepts of this approach are the education and development of personality qualities that meet the requirements of modernity, such as citizenship, universality of cognitive actions, and sociality. Achieving optimal results is possible through involvement in activities.

As a result of this activity, the student should feel successful: “I can do this, I can do this”!

Let me finish my speech with a well-known anecdotal dialogue, slightly paraphrased. “Can you play the flute?” - one friend asks another. “I don’t know, I haven’t tried,” he hears in response. Indeed, Socrates even said that you can learn to play the flute only by playing it. In the same way, you can learn basic activities only by systematically performing them during the learning process.

The teacher, his attitude to the educational process, his creativity and professionalism, his desire to reveal the abilities of each child - all this is the main resource, without which the new requirements of the Federal State Educational Standard for the organization of the educational process at school cannot exist.

(Slide 21)The teacher is the organizer and coordinator
independent cognitive activity of students at all stages of the lesson. He's like a professional:

Demonstrates cultural patterns of action;

Initiates children's trial actions;

Consults, corrects actions;

Looks for ways to include everyone in the work.

(Slide 22-23)Much depends on the desire and character of the teacher and on the level of his professional training. If a person is open to new things and is not afraid of change, he will be able to start taking his first confident steps in new conditions in a shorter time.
Teachers will be able to implement the new standard without problems, mainly due to their ability to quickly adapt.

School is a workshop
where the thoughts of the younger generation are formed,
you have to hold it tightly in your hands if you don’t want to let the future slip out of your hands.”
A.Barbus

Presentation on the topic: What is a system-activity approach in education?

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Presentation on the topic: What is a system-activity approach in education?

Slide no. 1

Slide description:

What is a system-activity approach in education? The development of a person’s personality is the development of the “man - world” system. In this process, a person, a personality, acts as an active creative principle. By interacting with the world, he builds himself. Actively acting in the world, he thus self-determines in the system of life relationships, his self-development and self-actualization of his personality occurs. Through activity and in the process of activity, a person becomes himself. This means that the learning process is a process of student activity aimed at the formation of his consciousness and his personality as a whole. This is what a “system-activity” approach to education is!

Slide no. 2

Slide description:

The main idea of the systemic-activity approach Its main idea is that new knowledge is not given in ready-made form. Children “discover” them themselves in the process of independent research activities. They become little scientists making their own discoveries. The teacher’s task when introducing new material is not to explain, show and tell everything clearly and clearly. The teacher must organize research work children, so that they themselves come up with a solution to the problem of the lesson and themselves explain how to act in new conditions.

Slide no. 3

Slide description:

Slide no. 4

Slide description:

System of didactic principles. 1) The principle of activity is that the student does not receive knowledge in a ready-made form, but obtains it himself. 2) The principle of continuity - means continuity between all levels and stages of education at the level of technology, content and methods, taking into account age-related psychological characteristics 3) The principle of integrity - involves the formation by students of a generalized systemic understanding of the world 4) in the following: the school must offer the student the opportunity to master the content education at the maximum level for him 5) The principle of psychological comfort 6) The principle of variability - involves the formation by students of the ability to systematically enumerate options and adequate decision-making in situations of choice. 7) The principle of creativity - means maximum focus on creativity in the educational process

Slide no. 5

Slide description:

The structure of a lesson in the technology of a systemic activity approach 1. Organizational moment. Goal: inclusion of students in activities at a personally significant level. “I want because I can.” II. Updating knowledge. Goal: repetition of the studied material necessary for the “discovery of new knowledge” and identification of difficulties in individual activities every student. III. Setting a learning task. Purpose: discussion of difficulties (“Why did difficulties arise?”, “What do we not know yet?”); articulating the purpose of the lesson in the form of a question to be answered or in the form of a lesson topic

Slide no. 6

Slide description:

IV. Discovery of new knowledge, construction of a project for getting out of a difficulty. Goal: solving oral problems and discussing the draft solution V. Primary consolidation. Purpose: pronouncing new knowledge, recording in the form of a reference signal VI. Independent work with self-test according to the standard. Self-analysis and self-control Goal: everyone must draw a conclusion for themselves about what they already know how to do. VII.Incorporation of new knowledge into the knowledge system and repetition. VIII.Reflection of activity (lesson summary). Goal: students’ awareness of their learning activity (learning activity), self-assessment of the results of their own and the entire class’s activities

Slide no. 7

Slide description:

Lesson effectiveness criteria 1. Lesson goals are set with a tendency to transfer functions from teacher to student. 2. The teacher systematically teaches children to carry out reflective action (assess their readiness, detect ignorance, find the causes of difficulties, etc.) 3. A variety of forms, methods and techniques of teaching are used that increase the degree of activity of students in the educational process. 4. The teacher knows the technology of dialogue, teaches students to pose and address questions. 5. The teacher effectively (adequate to the purpose of the lesson) combines reproductive and problem-based forms of education, teaches children to work according to the rule and creatively. 6. During the lesson, tasks and clear criteria for self-control and self-assessment are set (there is a special formation of control and evaluation activities among students

Slide no. 8

Slide description:

7. The teacher ensures that all students understand the educational material, using special techniques for this. 8. The teacher strives to evaluate the actual progress of each student, encourages and supports minimal success. 9. The teacher specifically plans the communicative tasks of the lesson. 10. The teacher accepts and encourages the student’s own position, a different opinion, and teaches the correct forms of their expression. 11. The style and tone of relationships set in the lesson create an atmosphere of cooperation, co-creation, and psychological comfort. 12. In the lesson there is a deep personal impact “teacher - student” (through relationships, joint activities)

Slide description:

The system-activity approach involves: - education and development of personality traits that meet the requirements of the information society, innovative economy, the tasks of building a democratic civil society based on tolerance, dialogue of cultures and respect for the multinational, multicultural and multi-confessional composition of Russian society; - transition to a strategy of social design and construction in the education system based on the development of educational content and technologies that determine the ways and means of achieving a socially desired level (result) of personal and cognitive development students; - orientation to the results of education as a system-forming component of the Standard, where the development of the student’s personality based on the mastery of universal educational actions, knowledge and mastery of the world is the goal and main result of education;

Slide no. 11

Slide description:

Recognition of the decisive role of the content of education and methods of organizing educational activities and educational cooperation in achieving the goals of personal, social and cognitive development of students; - taking into account the individual age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication to determine the goals of education and upbringing and ways to achieve them; - ensuring continuity of preschool, primary general, basic and secondary (complete) general education; - a variety of individual educational trajectories and individual development of each student (including gifted children and children with disabilities), ensuring the growth of creative potential, cognitive motives, enrichment of forms of educational cooperation and expansion of the zone of proximal development.

IMPLEMENTATION OF THE PRINCIPLES OF THE SYSTEM-ACTIVITY APPROACH THROUGH THE LESSON ACTIVITY SYSTEM

(short description work experience)

"The only path leading
to knowledge is activity"

B. Shaw

INTRODUCTION

Schools today are changing rapidly, 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. Today, in the context of the transition of Russian education to federal state educational standards of the second generation, there is a change in the educational paradigm that will affect all components of the education system.

Traditional education is focused on the formation of a certain amount of knowledge in students. However, nowadays quite often one has to deal with functional illiteracy - the phenomenon of a person’s failure to apply the necessary knowledge in specific life situations. A weak practical and humanitarian orientation of school knowledge is revealed.

Contradictions in the education system

In life we constantly have to solve problems!

Does school teach this?

Life putsus into a difficult situation.

We We formulate the goal: “What do we want to achieve?”

We We consider solution options, determine whether there is enough knowledge and skills.

We we try to solve the problem (if necessary, obtaining new knowledge)

Having received the result,We compare it with the target. We conclude whether we achieved our goal or not.

Traditional lesson structure

1. Teacher checks students' homework

2. Teacher announces new topic

3. Teacher explains a new topic

4. Teacher organizes consolidation of knowledge by students

The main tasks of education today are not just to equip a graduate with a fixed set of knowledge, but to develop in him the ability and desire to learn throughout his life, to work in a team, and the ability to self-change and self-development based on reflexive self-organization. The activity-based teaching method helps to constructively fulfill the tasks of education in the 21st century. This didactic model allows you to:

.formation of thinking through learning activities: the ability to adapt within a certain system relative to the norms accepted in it (self-determination), conscious construction of one’s activities to achieve a goal (self-realization) and adequate assessment of one’s own activities and its results (reflection);

.formation of a system of cultural values and its manifestations in personal qualities;

As a result, favorable didactic conditions are created. But the problem is that students are overloaded with studying, and therefore the amount of perceived educational information decreases, which affects the quality of their performance. An analysis of academic performance in recent years has shown that quality academic performance is declining at the middle level. A contradiction arose between the students’ activities in the lesson and their performance in the subject.

This determined the problem: selection, methods, means, forms of organizing the educational process in the classroom and outside the classroom activities of students.

Target my work: to identify methods, methods and formsorganization of activities students as a means of increasing motivation for the subject, developing systematic thinking among schoolchildren, and forming a free personality.

Tasks:

1. Analyze and evaluate the main provisions of the activity approach to teaching

2. Identify the possibilities of using a system-activity approach in school courses in geography and biology.

3. Select teaching technologies in school natural science courses that meet the requirements of the system-activity approach.

4. Prepare methodological developments for lessons in accordance with the goals and objectives of teaching and upbringing, conditions of educational activities, and demands of society

5. Develop tasks to achieve the level of creative thinking, incl. problematic, select current project topics

6. Create diagnostic tools for assessing the productivity of the use of educational technologies.

ACTIVITY-BASED LEARNING SYSTEM

System approach as a general scientific method

Systems approach - a universal tool for cognitive activity: any phenomenon can be considered as a system, although, of course, not every object of scientific analysis needs this. The systematic method is indispensable in the knowledge and construction of complex dynamic integrity.

On modern stage developments in science, theoretical developments of the systems approach and its use as a method are already so wide that we can talk about a general scientific “systems movement” that has a number of directions.

One of the prerequisites that determined the modern role of the systems approach in science is the rapid growth in the amount of information - the “information explosion.” “Overcoming the contradiction between the increase in the amount of information and the limited possibilities of assimilating it can be achieved through a systemic reorganization of knowledge” (A.I. Uemov).

The systems approach acts as a means of forming a holistic worldview in which a person feels an inextricable connection with the entire world around him. Apparently, science is approaching that stage of its development, which is similar to the state of knowledge in ancient times, when there was a holistic, undivided body of knowledge about the world, but at a higher level, corresponding to the new planetary thinking.

What is itthe essence of the systems approach, what determines its effectiveness as a method? The peculiarity of the systems approach is due to the fact that considering an object as a system means considering it only in a certain respect, in that respect in which the object acts as a system. Systemic knowledge is the result of knowledge of an object not as a whole, but of a certain “cut” from it, produced in accordance with the system characteristics of the object.

IN Lately representatives of the humanitarian fields of knowledge began to pay attention toactivity approach as a method for solving scientific problems. “For modern knowledge, especially for the humanities, the concept of activity plays a key, methodologically central role, since through it a universal and fundamental characteristic of the human world is given” (E.G. Yudin).

Talking aboutthe relationship between systemic and activity approaches, It should immediately be noted that the latter is narrower in scope: its application is limited to the framework of the science of society, for “activity is a specifically human form of active relationship to the surrounding world, the content of which is the expedient change and transformation of the world based on the development and development of existing forms of culture" (E.G. Yudin). At the same timethe idea of activity and the idea of systematicity are closely related and gravitate towards each other. IN When combined with a systemic activity approach, it becomes more effective and methodologically strengthened.

It makes sense to dwell on the basic concepts of systems theory.

System - an object whose functioning, necessary and sufficient to achieve its goal, is ensured (under certain environmental conditions) by a set of its constituent elements that are in appropriate relationships with each other.

Element - an internal source unit, a functional part of the system, whose own structure is not considered, but only its properties necessary for the construction and operation of the system are taken into account. The “elementary” nature of an element lies in the fact that it is the limit of division of a given system, since its internal structure in this system is ignored, and it appears in it as a phenomenon that in philosophy is characterized assimple. Although in hierarchical systems an element can also be considered as a system. What distinguishes an element from a part is that the word “part” only indicates the internal belonging of something to an object, while “element” always denotes a functional unit.Every element is a part, but not every part — element.

Compound - a complete (necessary and sufficient) set of elements of the system, taken outside its structure, that is, a set of elements.

Structure - relationships between elements in the system that are necessary and sufficient for the system to achieve its goal.

Functions - ways to achieve a goal based on the appropriate properties of the system.

Operation - the process of implementing the appropriate properties of the system, ensuring it achieves its goal.

Target is what the system must achieve based on its functioning. The goal may be a certain state of the system or another product of its functioning. The goal is a system-forming factor. ABOUTan object acts as a system only in relation to its goal. The goal, requiring certain functions for its achievement, determines through them the composition and structure of the system. For example, is a pile of building materials a system? Any absolute answer would be wrong. Regarding the purpose of housing - no. But as a barricade, a shelter, probably yes. A pile of building materials cannot be used as a house, even if all the necessary elements are present, for the reason that there are no necessary spatial relationships, that is, structure, between the elements. And without structure, they represent only a composition - a set of necessary elements.

The systematic approach hastwo aspects: informative (descriptive) andconstructive (used when creating systems). Each of these aspects has its own implementation algorithm. With a descriptive approach, the external manifestations of a system (its expedient properties, as well as functions as ways to achieve a goal) are explained through its internal structure - composition and structure. When designing a system, the process follows the following categorical steps:problem situation - goal - function - composition and structure - external conditions. At the same time, the constructive and descriptive aspects of the systems approach are closely related and complement each other.

The main form of organization of teaching remains the lesson, therefore, in order to build a lesson within the framework of a systemic activity approach, it is necessary to know the principles of lesson construction, an approximate typology of lessons and lesson evaluation criteria. The pedagogical techniques and techniques used in the lesson should be based on the following:basic principles:

1) Principleactivities - lies in the fact that the student, receiving knowledge not in a ready-made form, but, obtaining it himself, is aware of the content and forms of his educational activities, understands and accepts the system of its norms, actively participates in their improvement, which contributes to the active successful formation of his general cultural and activity abilities, general educational skills.

2) Principlecontinuity - means continuity between all levels and stages of education.

3) Principleintegrity - involves the formation by students of a generalized systemic understanding of the world.

4) Principlepsychological comfort - involves the removal of all stress-forming factors of the educational process, the creation of a friendly atmosphere at school and in the classroom, focused on the implementation of the ideas of cooperation pedagogy, and the development of dialogue forms of communication.

5) Principlevariability - involves students developing the ability to systematically enumerate options and make adequate decisions in situations of choice.

6) Principlecreativity - means maximum focus on creativity in the educational process, the acquisition by students of their own experience of creative activity.

The structure of lessons for introducing new knowledge and the features of some of its stages within the framework of the system-activity approach

1. Motivational-target stage involves the student’s conscious entry into the space of learning activity in the lesson. For this purpose, the following is organized: introduction to a difficulty through a learning activity that is difficult for the student, recording an individual difficulty and establishing the causes of the difficulty - those specific knowledge or methods of activity that are lacking to solve the educational task. The difficulty will be the goal. In this case, the student’s perceived need and opportunity to supplement existing knowledge, obtain the necessary information, master a new method or discover it becomes relevant. Having established what information is missing, students communicatively think about how to get it, i.e. design future educational activities: agree on the topic of the lesson, build a plan to achieve the goal and determine the means - algorithms, models, etc. This process is led by the teacher: at first with the help of introductory dialogue, then with stimulating dialogue, and then with the help of research methods.

2.Procedural stage. At this stage, the conflict that has arisen is resolved through the implementation of the constructed project. Depending on the complexity of the task, work is organized in a collective, pair or individual form. The results of the work in the form of a product of activity (oral response or symbolic model) are discussed, compared, clarified, and corrected through leading questions and comparisons. The constructed method of action is used to solve the original problem that caused the difficulty. As a result of completing the task, the general nature of the new knowledge is clarified and the overcoming of a previously encountered difficulty is recorded.

At this stage, an individual form of work is also used: students independently complete tasks of a new type and self-test them. At the end, a performance reflection on the progress of the implementation of the constructed project of educational actions and control procedures is organized.

3. Reflective-evaluative stage.

cognitive - what I understood, how I worked, what methods I used, which of them led to the result, which were wrong and why, how I would now solve the problem...;
- social - how we worked in the group, how the roles were distributed, how we dealt with them, what mistakes we made in organizing the work...;
- psychological - how I felt, whether I liked the work (in a group, with a task) or not, why, how (with whom) I would like to work and why...

Lesson structure maintaining new knowledge has the following form:

1. Motivation for educational activities	Conscious entry of the student into the space of learning activity in the lesson. In the developed version, there are processes of adequate self-determination in educational activity and self-reliance in it, which involve the student comparing his real “I” with the image “I am an ideal student,” consciously subordinating himself to the system of normative requirements of educational activity and developing internal readiness for their implementation.	1) the requirements for it from educational activities are updated (“must”); 2) conditions are created for the emergence of an internal need for inclusion in educational activities (“I want”); 3) the thematic framework (“I can”) is established.
2. Updating and recording individual difficulties in a trial educational action.	The preparation and motivation of students for proper independent implementation of a trial educational action, its implementation and recording of individual difficulties are organized.	this stage assumes: 1) updating the studied methods of action sufficient to construct new knowledge, their generalization and symbolic fixation; 2) updating of relevant mental operations and cognitive processes; 3) motivation for a trial educational action (“need” - “can” - “want”) and its independent implementation; 4) recording individual difficulties in performing a trial educational action or justifying it.
3. Identifying the location and cause of the difficulty.	The teacher organizes for students to identify the place and cause of the difficulty	To do this, students must: 1) restore the operations performed and record (verbally and symbolically) the place - step, operation where the difficulty arose; 2) correlate your actions with the method of action used (algorithm, concept, etc.) and on this basis, identify and record in external speech the cause of the difficulty - those specific knowledge, skills or abilities that are lacking to solve the original problem and problems of this class or like in general.
4. Construction of a project for getting out of the difficulty (goal and topic, method, plan, means).	This process is led by the teacher: at first with the help of introductory dialogue, then with stimulating dialogue, and then with the help of research methods	At this stage, students in a communicative form think about the project of future educational actions: they set a goal (the goal is always to eliminate the difficulty that has arisen), agree on the topic of the lesson, choose a method, build a plan to achieve the goal and determine the means - algorithms, models, etc.
5. Implementation of the constructed project.	At this stage, the constructed project is being implemented: various options proposed by students are discussed, and the optimal option is selected, which is recorded in the language verbally and symbolically. The constructed method of action is used to solve the original problem that caused the difficulty. At the end, the general nature of the new knowledge is clarified and the overcoming of the previously encountered difficulty is recorded.
6. Primary consolidation with pronunciation in external speech.	At this stage, students, in the form of communication (frontally, in groups, in pairs), solve standard tasks for a new method of action, pronouncing the solution algorithm out loud.
7. Independent work with self-test according to the standard.	When carrying out this stage, an individual form of work is used: students independently perform tasks of a new type and self-test them, step by step comparing them with the standard. At the end, a performance reflection is organized on the progress of the implementation of the constructed project of educational actions and control procedures. The emotional focus of the stage is to organize, if possible, a situation of success for each student, motivating him to engage in further cognitive activity.
8. Inclusion in the knowledge system and repetition.	At this stage, the boundaries of applicability of new knowledge are identified and tasks are performed in which a new method of action is provided as an intermediate step. When organizing this stage, the teacher selects tasks that train the use of previously studied material that has methodological value for introducing new methods of action in the future. Thus, on the one hand, there is an automation of mental actions according to the learned norms, and on the other, preparation for the introduction of new norms in the future.
9. Reflection on learning activities in the lesson (result).	At this stage, new content learned in the lesson is recorded, and reflection and self-assessment of students’ own learning activities is organized. At the end, its goal and results are correlated, the degree of their compliance is recorded, and further goals of the activity are outlined.

This lesson structure helps the teacher correlate the stages of learning activities. This scheme is a reference signal-algorithm, which in an adapted form describes the main elements of the structure of educational activity, built in the methodological version of activity theory.

Lesson performance criteria

Goals are set with a tendency to transfer functions from teacher to student

Systematic implementation of reflective action

A variety of forms, methods and techniques of teaching that increase the degree of activity of teachers

Using dialogue technology

An effective combination of reproductive and problem-based forms of learning

Clear criteria for self-control and self-assessment

The teacher ensures that all students understand the educational material using special techniques

The real progress of each student is assessed, minimal success is encouraged

The teacher plans communicative tasks

The teacher accepts and encourages the student’s own position, teaches the correct form of its expression

The style of relationships creates an atmosphere of cooperation and psychological comfort

There is a deep personal impact “teacher - student”

Technologies of the activity approach

When organizing a systematic approach to lessons, I use the following technologies:

Technologies of mental activity. We and our students are faced with the problem of choosing information. In my activities I place greater emphasis ontechnologies for the development of critical thinking. It is necessary not only to skillfully master the information, but also to critically evaluate, comprehend, and apply it. Meeting with new information, students must be able to examine it thoughtfully, critically, and consider new ideas from multiple perspectives, drawing conclusions about the accuracy and value of the information. At the present stage, many different interesting techniques, techniques and ways to intensify mental activity are offered (technologies for solving inventive problems (TRIZ), technology strategies for the development of critical thinking (TRKM), collective mental activity, logical-semantic modeling, etc.) .

To understand which method or technique to use in a lesson, it is necessary to present each stage of the lesson as a complete module with clearly defined goals and objectives, as well as planned results.

Problem-based learning technology. Lessons that deal with a problematic, non-standard situation are emotionally rich and productive.As a result, the creative mastery of professional knowledge, skills, abilities and the development of thinking abilities occurs, the ability to see a problem, formulate it, look for solutions, combine different analytical approaches, versions, positions, synthesize them, formulate conclusions.

For biology lessons, I have collected a wealth of material from problem-solving assignments for the course “Diversity of Living Organisms” (the use of folklore material in the study of the Kingdoms of Plants and Animals) as well as for the section “Man and his health” (interesting facts about the structure and vital functions of organs and systems, "The Human World in Mathematical Problems")

For geography lessons, excerpts from works of Russian and world fiction have been selected as both epigraphs for lessons and tasks of a problematic and creative nature.

Technology of project-based learning. The use of this technology allows the student to independently acquire the necessary knowledge and skillfully apply it in practice to solve emerging problems.

Work on a project is always focused on students’ independent activities (individual, pair, group), which they complete in the time allotted for this work (from a few minutes of a lesson to several weeks, and sometimes months).

Most often, the topic of projects is determined by the practical significance of the issue, its relevance, as well as the possibility of using meta-subject knowledge.

The specificity of natural science subjects allows the use of this technology both in class and outside of class time. The guys enjoy working on projects and defending them at conferences at various levels.

DIAGNOSTICS OF THE PERFORMANCE OF USING MODERN TECHNOLOGIES

Any innovation, as we know, meets support, approval or resistance along the way. For me, this is also a sore point: how to make your lessons exciting and capacious in terms of content. I came to the conclusion that the technology of critical thinking is relevant; its use allows you to enliven the lesson, make it exciting and emotional. In addition, I set out to investigate the effectiveness of using technology for developing critical thinking as a means for developing students’ mental activity.

The purpose of this technology is to develop students’ thinking skills, which are necessary not only in studies, but also in ordinary life(the ability to make informed decisions, work with information, analyze various aspects of phenomena, etc.).

After analyzing the literature on the issue of interest, a hypothesis was put forward: if you use the methods and techniques of technology for developing critical thinking, you can intensify the mental activity of students:

ability to ask questions;

the ability to highlight the main thing;

ability to make comparisons;

the ability to establish cause-and-effect relationships and make inferences;

the ability to see meaning in information and understand the problem as a whole;

ability to search, analyze, and creatively process information.

To evaluate performance, the following criteria were developed:

development of logical thinking

development of critical thinking

application of critical thinking skills in various life situations.

In the course of the work, parameters and methods corresponding to the accepted indicators were selected.

Criteria	Indicators	Options	Tracking methods
1.Development of critical thinking	1.Ability to pose a question	Acceptable level - ability to bet different types questions. Intermediate level - ability to place simple questions and generalizing. Low level - the ability to ask only simple questions.	Strategy "Interrogative words"
1.Development of critical thinking	2. Ability to work with information	An acceptable level is the ability to systematize information before becoming familiar with the main source, the ability to work with new information independently. Intermediate level - the same skills, but with the help of a group of students. Low level - these skills have not been developed.	Techniques “Clustering”, “Text marking”
2.Development of logical thinking	Study of the ability to generalize and abstract, the ability to highlight essential features.	During testing, they find out what mental operations were required when solving problems in order to arrive at correct generalizations.	“Generalization” technique http://hr9.narod.ru/ Metodyo/obobshcenie.html
2.Development of logical thinking	Verbally - logical thinking	0-2 - low, 3-5 - medium, 6-8 high	Methodology “Type of Thinking” (G. Rezyapkina)
3.Applying critical thinking skills in various life situations	The ability to reflect on one’s own activities and the activities of others.		Observation method

Along with the methods indicated in the table, I use a research method such as pedagogical observation. I observed the students how they were able to reflect on their activities and the activities of their classmates. In a lesson built on the technology of critical thinking, reflection works at all stages of the lesson. The process of reflection consists of awareness of one’s thoughts and actions, and awareness of the thoughts and actions of another person. This kind of mental work develops the following qualities:

. readiness to plan;
. monitoring one's own actions;
. search for compromise solutions;
. willingness to correct your mistakes;
. persistence in achieving goals.

These qualities are necessary not only in educational activities, but also in various life situations. A focus on critical thinking develops such qualities in schoolchildren.

The results of the study, although still small, show that use of technology for developing critical thinking develops the mental activity of students, develops the ability to speak reasonedly, ask reasonable questions, and make logical conclusions.

Methods and techniques of technology contribute to:
. better memorization of studied material;
. activate students' activities in the classroom;
. formulating questions develops cognitive activity.

MONITORING LEARNING OUTCOMES IN THE NEW PARADIGM.

Changing the targets of the education system requires changing the forms and means of control.

The basis for building a monitoring system was the thesis formulated by L.A. Wenger, that “diagnosis is just a thermometer that allows you to determine whether the child’s level of development corresponds to the average age norm or deviates from it in one direction or another.” At the same time, we understand the “level of development” in in a broad sense- as the correspondence of the studied formal-mental, value and content parameters to the reference ones (average in the age group). Thus, the purpose of this monitoring system is to diagnose learning outcomes and identify the conditions most favorable for the development of the personality of each child.

It is necessary for the activities of the education system to develop criteria and unified means of control that allow analyzing the quality of learning outcomes. One of the possible solutions to this problem is a computer tool for monitoring progress - “Electronic application to textbooks”.

The main goals of the electronic textbook supplement are:

1) providing the teacher with objective expert information about the level of preparation of the class for each skill based on a comparative analysis of the results of the class and age group;

2) timely identification of positive and negative trends in the development of each student and the class as a whole throughout school year, which will allow the teacher to effectively manage the educational process, taking into account the current situation in the class and providing an individual approach to each child;

3) elimination of negative aspects in the system of relations between all links of the educational system both inside and outside the school, arising from the inconsistency of assessment criteria and the lack of universal means of monitoring progress;

4) inclusion of a computer in the teacher’s arsenal of pedagogical tools, which will not only improve his entire further activities, but will also create favorable conditions for the implementation of programs for large-scale computerization of modern schools.

CONCLUSION

The result of this work is students’ stable interest in the subject, active participation in subject Olympiads at the school, municipal and all-Russian levels

As a result of the use of methods, means, and a combination of various technologies of a systemic-activity approach, there is an increase in students’ motivation for the subject and dynamics in the quality of academic performance.

Graduates annually choose to take an exam in biology and geography and show good results and continue their studies at higher education institutions. educational institutions, choosing the subject as the area of your future professional activity.

Working on the topic for three years, I came to the following conclusions:

1. The use of a system-activity approach to learning allows students to develop educational and general educational competencies.

2. The use of a variety of methods and teaching aids allows you to maintain interest in the subject and motivate students.

3. Prepare graduates to successfully pass the final exams of the State Academy of Sciences and the Unified State Examination.

Thus, a feature of the new generation standard is the combination of a systemic and activity-based approach to teaching as a methodology of the Federal State Educational Standard.

The system-activity approach is based on the theoretical provisions of the concept of L.S. Vygotsky, A.N. Leontyeva, D.B. Elkonina, V.V. Davydova, P.Ya. Galperin, revealing the basic psychological patterns of the learning process and the structure of students' educational activities, taking into account the general patterns of ontogenetic age development of children and adolescents.

The main idea of this approach is that main result Education is not individual knowledge, skills and abilities, but a person’s ability and readiness for effective and productive activity in various socially significant situations.

A systems approach is an approach in which any system is viewed as a collection of interrelated elements. The ability to see a problem from different sides, analyze many solutions, isolate components from a single whole, or, conversely, assemble a holistic picture from disparate facts, will help not only in the classroom, but also in everyday life. The activity approach allows you to concretely implement the principle of consistency in practice.

In the system-activity approach, the category of “activity” occupies one of the key places and assumes an orientation towards the result of education as a system-forming component of the standard, where the development of the student’s personality based on the mastery of universal educational actions, knowledge and mastery of the world is the goal and main result of education.

In the context of the system-activity approach, the essence of education is personal development. In this process, a person, a personality, acts as an active creative principle. By interacting with the world, he builds himself. Actively acting in the world, he self-determines in the system of life relations. The main factor of development is educational activity. At the same time, the formation of educational activity means the formation spiritual development personality.

The main tasks of education today are not just to equip the student with a fixed set of knowledge, but to develop in him the ability and desire to learn throughout his life, to work in a team, and the ability to self-change and self-development based on reflexive self-organization.

The main idea of the system-activity approach is that new knowledge is not given in ready-made form. Children “discover” them themselves in the process of independent research activities. The teacher’s task when introducing new material is not to explain, show and tell everything clearly and clearly. The teacher must organize the children’s research work so that they themselves come up with a solution to the problem of the lesson and themselves explain how to act in new conditions.

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