Means of forming cognitive uud in primary school. Formation of cognitive learning in the lessons of the surrounding world through the use of information and communication technologies. Stages of the formation of cognitive educational actions

Since September 1, 2011, all educational institutions in Russia have switched to the new Federal State Educational Standard of Primary General Education. The main goal of the introduction of the Federal State Educational Standards for Primary General Education (FSES NOE) is to improve the quality of education.

The goal of the school is not only knowledge, but also skills:

set a goal and achieve it;
independently obtain and apply knowledge;
draw up a plan of your actions and independently assess their consequences;
to ask questions;
express your thoughts clearly;
take care of others, be a moral person;
maintain and strengthen your health.

In the information society, the main thing is not knowledge, but the ability to use it.

The issues of enhancing the cognitive activity of schoolchildren are one of the most pressing problems, including both social and psychological and pedagogical aspects.

The process of learning junior schoolchildren not always purposeful, mostly unstable, episodic. Therefore, the teacher must develop the cognitive interest, the activity of the younger student in various types of his activities.

A negative attitude towards intellectual activity arises in cases when the child is presented with requirements for such intellectual activity that he cannot perform.

When completing an educational task that requires active mental work, these children do not seek to understand and comprehend it: instead of active reflection, they use various workarounds that replace it. The main technique when performing oral assignments is memorization without understanding - memorization.

Almost all of these schoolchildren are able to imperceptibly cheat from their comrades, they are able to grasp the answer prompted to them very quietly, to understand from the expression on the face of the teacher and comrades whether he answers correctly ..

At an older age, due to the fact that the knowledge assimilated by the student has an impact on the formation of his personality, on his attitude to the world, on interests, understanding of the surrounding reality, the differences between all students of the described group and well-performing students begin to manifest themselves in much more diverse areas. But even in the senior grades, any task is performed by such students much worse if it is included in the compulsory training sessions, in comparison with the same exact tasks, but performed outside the classroom. For example, many of these students understood and expounded the content of a book read outside of school much better than the much simpler content of a piece of fiction taught in the same classroom.

The need for knowledge is understood as the need for activities aimed at obtaining new knowledge. Curiosity is understood as a cognitive activity that is not associated with external reinforcement (direct motivation of an adult, the possibility of encouragement, a particularly attractive result of the activity).

The development of cognitive ECD does not obey the strict laws of training. The basis of their development is formed by those principles of personality education and the development of thinking, which include the stimulation and encouragement of the acts of cognitive activity by another person (teacher, educator, peer). That is why the most significant situations in the emergence of acts of cognitive activity are situations of communication, various types of interpersonal interaction, play, learning. Situations of communication and interpersonal interaction also determine the specific dynamics and patterns of the course of cognitive activity in these conditions.

Teaching an intellectually passive child to the knowledge and skills he lacks cannot be achieved through ordinary teaching, but requires the use of a special methodology. This is due to the fact that the child lacks many elementary knowledge and concepts that are a necessary prerequisite for teaching the subject and which, as a rule, are acquired by children not in the learning process, but in play or practical activity even in the period of preschool life.

The principle of the consciousness and creative activity of students with the leading role of the teacher is the principle of the consciousness and creative activity of children, which arose and developed in the fight against dogmatism, mechanical cramming of texts that prevailed in school for a long time.

The essence of the principle of the consciousness and activity of students in learning is to ensure the optimal favorable ratio of pedagogical guidance and conscious creative work of students in learning. In the process of conscious assimilation of knowledge, a creative attitude to the study and application of knowledge, logical thinking of students and their worldview are formed.

At the same time, it is necessary to use other methods of forming cognitive ELE in students:

- an explanation of the goals and objectives of science, the study of the foundations of which students begin;
- consideration with students of a particular problem, the solution of which is possible only on the basis of scientific knowledge that students do not yet possess;
- disclosing the prospects for further teaching of schoolchildren;
- a meaningful story of a teacher or students interested in a particular field of science about the achievements of scientists and the establishment of a connection between these achievements and the content of knowledge to be studied by students;
- direct preparation of students for the active perception of new knowledge (the teacher's task is to conduct certain observations at home or perform a simple experiment, solve a problem, pick up some facts from labor training and productive labor, etc.).

It is necessary to achieve that students master the logical methods of independent formation of a concept. But this is not enough. The teacher's guidance should lead to the fact that each concept, generalization, ability and skill become a tool for further knowledge by students of objects and phenomena of the surrounding world and a guide in practical activity.
The independent activity of students always consists of mental operations and practical actions. Consequently, the development of students' independent thinking is the basis of all their activities. ...

Therefore, it is necessary to teach schoolchildren various logical techniques and, to the extent of mastering them, provide a wide opportunity for the manifestation of independent thinking, capable of searching for new solutions.

For development logical thinking it is advisable to use the solution of cognitive tasks in several logically different ways, composing tasks based on data taken from life, and then solving them with analysis and verification of the solution.

The task of actively assimilating new knowledge and fostering independent thinking, the need to teach schoolchildren to seek the truth and defend it make us look at this problem differently. Instead of leading the student by the hand at every step along the familiar road of ready-made truths, it is necessary, at least in the most important nodal topics of the curriculum, to use a different way of teaching. The active assimilation of knowledge and the development of the independence of the mind of schoolchildren occur when in the course of the educational process a cognitive task is put forward, a problem arises, the reflection of which raises doubts about the truth of the usual ideas and generalizations, stimulates the search for new solutions, that is, the creative work of thinking.

All this leads to the requirement for the all-round development of the activity and independence of students, teaching them to be able to understand the task, topic, task, analyze it correctly, outline the correct way and plan for its solution, implement this method and check the answer received.

There is evidence that the number of intellectually passive children has been increasing recently. Therefore, it is necessary to early diagnosis of such children, specially organized work with them in order to prevent intellectual passivity, prevent possible learning difficulties, develop their cognitive interests and motivation. This is very important, since the intellectual passivity caused by reasons of non-defectological origin is mainly due to the shortcomings of upbringing and amenable to correction.

In order to study the level of intellectual development of grade 2 students, we have drawn up a research program, which is presented in this table.

Table.

Thus, we distributed students according to the level of formation of cognitive interest (Fig. 1), where 21% of students have a low level of development of cognitive interest, 46% have an average and 35% have a high level.

Rice. 1. Diagram of the distribution of students according to the level of formation of cognitive interest.

Based on the data obtained, we developed a program in the Russian language, the purpose of which was to eliminate gaps in knowledge and increase the level of cognitive interest.

PROGRAM
2nd class (32 hours)

	Lesson topic
1.	Acquaintance with the inhabitants of the country of words - sounds (sounds).
2.	Game "Tom and Tim". (Recognition of hard and soft consonants in words).
3.	Game "Competent traffic controller". (Sound-alphabetic analysis of words).
4.	Story game"The Legend of Roland". The word is a proper name.
5.	Fairy tale game “The Lost Names”.
6.	Collecting words.
7-8.	Games of Grandfather Bukvoed.
9.	The Tale of Princess Nesmeyana. (Writing a text on the teacher's questions).
10.	Festive lesson. Generalization of the studied material.
11-12.	Wonderful transformations of words. The tale of the clown. Word transformation games: "The letter got lost", "Replace one letter", "What word is meant?"
13.	Why are the sounds of the tongue needed? Sound culture of speech. Riddles, tongue twisters.
14.	How many words do you know? Talk-story about the vocabulary wealth of the Russian language. Competition game “Who knows more words by letter…”.
15.	“Grammar dominoes”. Event form: “Happy Accident”. (Soft consonants and soft sign).
16.	“And all the bears started…” (How did they manage without a letter?)
17.	A soft sign - no entry, but ... not always!
18.	"Who-who lives in the alphabet?" (Alphabet quiz).
19.	We play riddles.
20.	A kind "wizard" - Stress.
21.	Stressing a vowel can make a letter clear. (Unstressed vowels at the root of words checked by stress).
22-23.	Voiced and deaf "twins". The tale of the "Error".
24.	Voiced and deaf "loners".
25.	What are words built from?
26.	Words that are written with a capital letter. Reading and composing texts. Games: "Who is more?", "Superfluous word".
27.	Adventure in the country “Noun”.
28.	Adventure in the country “Adjective name”.
29.	Friendship of a noun with an adjective.
30.	Hello verb!
31.	Winged words and expressions, the origin of words. How to speak.
32.	Final lesson.

Having carried out the system of the proposed classes and repeated diagnostics according to the Luskanova system, we obtained the following results of cognitive interest (Fig. 2.), where 8% of students have a low level of development of cognitive interest, 58% have an average and 34% have a high level.

Fig. 2. Diagram of the distribution of students according to the level of formation of cognitive interest at the ascertaining stage.

Thus, after conducting a system of classes, we identified a positive dynamics in the development of intellectual abilities and cognitive processes - thinking - in children of primary school age. And also the program contributed to the formation of skills of educational cooperation and the successful implementation of independent activities of students based on the shown cognitive interest.

- In the classroom, when solving any problem, it is necessary to teach schoolchildren to analyze, combine, reason, plan, since all intellectual abilities "participate" in solving any problem.

- To the teacher primary grades it is necessary to stimulate the creative activity of children, because any child in the process of development independently realizes his capabilities, thanks to creative activity. Unlike educational activity, creative activity is not aimed at mastering already known knowledge. It contributes to the manifestation of the child's initiative, self-realization, the embodiment of his own ideas, which are aimed at creating a new one. Include in the course of the lesson search tasks that contribute to the development of intellectual development.

- A child of primary school age has truly enormous developmental opportunities and the ability to learn. It contains the instinct of cognition and exploration of the world.

- Develop communication skills in the child, the spirit of cooperation and teamwork; teach your child to be friends with other children, to share successes and failures with them: all this will be useful to him in the socially difficult atmosphere of a comprehensive school.

The objectively interesting nature of the activity will be promoted, first of all, by the content of the students' activity itself, associated with the problematic nature of the presentation, the fulfillment of creative tasks, the practical orientation of the tasks.

In order for the performance of the assignment in the lesson to become personally important and interesting for each student, it is necessary to combine all these stimuli in the elements of the students' activity. Then we can really talk about the formation of the cognitive interests of students in various learning situations.

Bibliography.

1. Enhancement of cognitive activity of primary schoolchildren / Ed. M.P. Osipova, N.I. Kachanovskaya. - Minsk, 1987.
2. Developmental and educational psychology: A textbook for ped students. in-tov / V. V. Davydov, T. V. Dragunova, L. B. Itelson and others; Ed. A. V. Petrovsky. - 2nd ed., Rev. And add. - M .: Education, 1979. –288p.
3. Readiness for school. / Ed. I.V. Dubrovskaya. - M., 1995.
4. Kitaygorodskaya G.A., Shemyakina G.M. Motivation for learning in the context of the application of the method of activating reserve capabilities. - In the book: Activation learning activities... - M., 1982.
5. Luria A.R. On the historical development of cognitive processes. - M., 1974.
6. Markova A.K. Formation of motivation for learning at school age. - M., 1983.
7. Encyclopedia of psychological tests for children. - M, 1998.
8. Yurkevich V.S. The development of the initial levels of the student's cognitive needs // Vopr. psychol. 2002. No. 2. P.83-92.

Date of publication: 03/26/16

Introduction

Modern society is inextricably linked with the process of informatization. The widespread introduction of information technology is taking place. One of the priority directions of the process of informatization of modern society is informatization of education, i.e. introduction of new information technologies in the education system.
In the modern world, the possession of information technologies is put on a par with such qualities as the ability to read and write. A person who skillfully, effectively owns technologies and information, has a different, new style of thinking, a fundamentally different approach to assessing the problem that has arisen, to organizing his activities.

This level corresponds to the way of perceiving information that distinguishes the new generation of schoolchildren who grew up on TV, computers and mobile phones, which has a much higher need for temperamental visual information and visual stimulation.

Elementary education- a special stage in the development of a child. For the first time, educational activity becomes the leading one. But an elementary school student is also a child who loves to play. How to structure your work so that children in the lesson are interested, comfortable, but at the same time, so that they learn to think, work hard with educational material, mastering new knowledge.

Modern society needs a person who can successfully live and work fully in a changing world, who is able to independently make a choice, make a non-standard decision.

The teacher has a problem: how to fulfill the order of modern society, to realize the goals of primary education: to teach junior schoolchildren to learn, to get the maximum effect in the development of thinking and creativity.

The purpose of my work is to to uncover the mechanism of the development of cognitive UUD of a younger student at the lessons of the surrounding world by means of ICT.

Relevance of work is determined by the need to obtain high-quality knowledge of students.

In the context of the transition to the Federal State Educational Standard of NOO, one of the key tasks is the formation of UUD, the leading place among which is occupied by cognitive UUD. Cognitive actions are an essential resource for achieving success and affect both the effectiveness of the activity and communication itself, and self-esteem, provide the ability to cognize the world around.

An object research: the process of teaching younger students using information and communication technologies.
Subject T research: cognitive UUD of younger schoolchildren.
Hypotheses a The research is based on the assumption that the use of information and communication technologies in the lessons of the surrounding world contributes to the formation of cognitive UUD.
In accordance with the purpose, object, subject and hypothesis of the research, the following tasks :
1. To highlight the directions of using ICT in the lessons of the surrounding world for the development of cognitive UUD.
2. To develop a system of ICT application in the lessons of the surrounding world, ensuring the development of cognitive UUD.
3. Determine the types of tasks for the formation of cognitive UUD through ICT on different stages lesson.

1.1. Areas of work

The use of ICT in the lessons of the world around us allows you to move from an explanatory-illustrated way of teaching to an activity-based one, in which the child becomes an active subject of educational activity.

I use information and communication technologies in the following areas:

The multimedia presentations I use in the lessons of the world around us make the lessons more interesting, includes not only vision, but also hearing, emotions, imagination in the perception process, help children to immerse themselves deeper into the material being studied, make the learning process less tiring, and go on exciting travels.

In the presentation, I include visual information in the form of video clips, films about nature and the surrounding life.
I create presentations not only in Power Pont format, but also in Smart Notebooks.

The use of an interactive whiteboard helps to make the learning process bright, visual, dynamic in my work.

The gallery of built-in interactive tools, the functionality of the Smart Notebook program give me scope for creating various cognitive tasks, tests, crosswords, entertaining games, thanks to which each student is involved in the cognitive process and is a really active participant in the lesson.

The use of an interactive whiteboard in the lessons of the surrounding world significantly saves time, increases the student's workload in the classroom by increasing the flow of information, stimulates the development of mental and creative activity, includes in the work of all students in the class, and increases the motivation of learning.

A virtual tour of the Moscow Kremlin, the Novgorod Kremlin, a tour of the Bolshoi Theater, a virtual trip to Kizhi;

- organizework with electronic encyclopedias;

- I select interactive tasks, posters, maps Application

Examples of my use of Internet resources are presented in Appendix 1, p.

In my lessons I use ready-made training programs."Nature and Man" "Lessons of Cyril and Methodius" For an effective search for information, we turn to electronic children's encyclopedias.

PowerPont presentations;

Smart Notebook;

Quizzes;

Trainers. Appendix 2, p.

As part of the implementation of the Federal State Educational Standard for LEO in December 2012, our school received new digital equipment. A modern digital laboratory in addition to digital electronic board includes laptops, microscopes, digital sensors. Having studied the possibility of using digital laboratory equipment, began to actively use it in my work.

In the classroom, I organize different types of work on laptops:

P tests;

P simulators;

P editing messages;

P search for information;

P tasks of a creative nature;

P design, modeling;

P partial search work;

I include work on laptops at different stages of the lesson - while updating knowledge, posing a problem situation, when introducing new knowledge, summarizing it, consolidating it, during vocabulary work, to control knowledge, skills and abilities, in monitoring to track learning outcomes, with individual and group work.

In the lessons of the surrounding world, I develop information literacy of students on the basis of working with different sources of information.

Support the child's desire for independent activity, develop an interest in experimentation, create conditions for research activities helps work with a microscope.

The system of work on the use of a digital microscope in the lessons of the surrounding world of the educational complex "Perspective primary school" is formalized in Appendix 3, p.

Working with a microscope allows you to conduct a lesson at a high modern level, increases the interest of students in the subject being studied, and significantly expands their knowledge.

Working with digital sensors in the classroom of the surrounding world. (I will finish this item)

- "Measurement of the pulse rate at different physical activity" The pulse was measured before and after a physical training lesson.

Temperature measurements the environment in class after each lesson and at breaks after airing. The data was presented in the form of a bar chart and a graph.

1.2 Activities contributing to the formation of cognitive ECD:

Use in work reference schemes, tables allows you to manage the cognitive activity of students, increase the information capacity of the lesson, use different forms of work, facilitates the assimilation of new material in the lesson.

- Organize research and project activities learners

P Research projects:

Ÿ "The Red Book of the Cherepovets District ..."

Ÿ "Let's remember our old days"

Ÿ "The value of forests in human life" - regional competition of social projects "For the good of the Fatherland"

Ÿ "Shade-loving and light-loving plants of our class"

P Creative projects:

The project "Birds are our friends!"
"Houseplants of our class"

P Informational:

Ÿ "My pets" creation of a mini-encyclopedia

P Practical:

Ÿ "Medicinal plants of the Vologda region".

Parents provide significant help to children: (selection of materials for messages and presentations, joint experiments, visits to research laboratories)

Usage local history material(regional component) in the lessons of the surrounding world. I include tasks to search for additional information about the Vologda Oblast, the Cherepovets District, the village of Tonshalovo, lay the foundations of a cognitive interest in studying my land as a surrounding microcosm, create conditions for the formation of moral feelings, ethics of behavior, the ability to adapt in the surrounding life, fostering a feeling of love for small homeland. Sukhomlinsky V.A. wrote: “Let the memories of a small corner of distant childhood remain in the heart of every kid for life. Let the image of the great Motherland be associated with this corner ”.

One of the techniques that activate the cognitive activity of students are crosswords. I select for lessons, develop crosswords, I suggest that the students themselves compose them. Appendix 4.

I practice active forms of work with students: games - quizzes. When answering the questions of which it is necessary to apply the acquired knowledge. (The game includes 4 topics. Each topic is divided into questions of varying difficulty. Answers are offered, one of which is correct.) Appendix 5.

In lessons, as homework include works requiring search activity, making an independent decision.

I organize a systematic work to prepare for monitoring the OKO.

I work with gifted children.

Even Jan Amos Kamensky called to make the student's work a source of mental satisfaction and spiritual joy. In order for a child to successfully master the primary education program, he must think. Therefore, I strive to build my lessons so that children can expand their horizons, develop curiosity and inquisitiveness, train attention, imagination, memory, thinking.

To optimize cognitive activity, along with traditional lessons, I conduct:

Travel lessons;

KVN lessons;

Competitions;

Ecological fairy tales;

- meetings of the "We and the World Around" club;

As a rule, these are lessons to consolidate previously studied material.

1.3 Types of tasks for the formation of cognitive UUD.

According to A.G. Asmolov, for successful training in primary school the following universal cognitive learning activities should be formed:

s general educational;

s logical;

s posing and solving problems.

I... Assignments that allow learners to master logical actions comparison, analysis, synthesis, generalization, classification by generic characteristics, the establishment of analogies and cause-and-effect relationships in the lessons of the surrounding world.

For example:

- Establish a correspondence between dates and events. For every date

pick up a historical event. Connect with arrows.

- Look at pictures of birds... Which of the birds inhabiting the territory of the Vologda Oblast most likely feeds on small mammals? Justify your answer.

- Below are the names of animals and plants:

Insert the names of three living organisms into the diagram so that you get

food chain:

II... Use of symbolic means presentation of information to create models of studied objects and processes, schemes for solving educational and practical problems.

Tell me according to the scheme on the ID: "What kind of transport is there?"

Look at the nature conservation signs painted by young naturalists in their forest. Design and draw your conservation sign.

The use of cognitive UUD in the lessons of the surrounding world allows you to:

Cognitive UUD	Examples of tasks for the formation of cognitive training activities.
Ability to extract the necessary information presented in various forms (verbal, illustrative, schematic, tabular, symbolic, etc. in different sources (textbook, atlas of maps, reference books, dictionary, Internet, etc.);	Explain the movement of the Earth relative to the Sun and its relationship between the change of day and night, the basic rules for handling gas, electricity, water, human influence on nature natural areas; find geographic objects on the map prepare stories with the help of presentations about the family, household, professions, make up a family tree of the family;
Research	Connections of the vital activity of plants, animals and seasons); Conduct group observations during excursions
Distinguish and Compare	Using laptops, information on ID slides, plants and animals, natural objects and products, studied minerals, trees, shrubs and herbs, wild and cultivated plants, wild and domestic animals, day, night, seasons, different forms the earth's surface, different forms of reservoirs, solid bodies, liquids and gases;
Group	Objects of nature by signs: domestic - wild, cultivated - wild, living - inanimate nature
Analyze	Examples of human use of the riches of nature, influence modern man to nature, to evaluate examples of the dependence of the well-being of people's lives on the state of nature, Discuss in groups; explain;
Observe	Objects and phenomena of nature, the simplest experiments on the study of air, natural resources, soil; watch the weather.
Classify	Natural and social objects based on their external signs(known characteristic properties)
Establish causal relationships and dependencies	Between living and inanimate nature, between living things in natural communities, past and present events, etc .;
Simulate	Simulate situations for the preservation of nature and its protection, situations for the application of the rules for the preservation and promotion of health, the shape of a surface made of sand, clay or plasticine, emergency calls by phone, situations concerning the attitude of schoolchildren to representatives of other nations; Work with ready-made models ( interactive map, a globe, use ready-made models to study the structure of natural objects, explain the reasons natural phenomena, the sequence of their course, to simulate objects and phenomena of the surrounding world); navigate; Create and transform models;
Conduct simple observations and experiments	The study of natural objects (their properties) and phenomena, setting a task, select laboratory equipment and materials, speaking the course of work, describe observations during the experiment, put forward hypotheses, draw conclusions based on the results, fixing them in tables, in drawings, on ID, in speech oral and written.

When completing assignments, students acquire skills in working with information: they learn to generalize, systematize, transform information from one type to another (from pictorial, schematic, model, conditionally symbolic to verbal and vice versa); encode and decode information (weather conditions, map legend, road signs, etc.).

Thus, most of the information to be studied in the lessons of the course " The world», It is necessary to enter through observation, comparison of illustrations, performance of tasks, as well as solving problem situations in the classroom. As experience has shown, the tasks given above, which require reflection and evidence from children, contribute to the formation and development of cognitive universal educational actions.

I share my work experience at meetings of the Ministry of Education of primary school teachers, school pedagogical councils, regional seminars, professional competitions:

I can say with confidence that the use of ICT in the educational process of primary school makes it possible to form motivation for learning. The child develops cognitive interest, cognitive activity, and cognitive activity. And all this together gives good results. The success rate in my class around the world is 100%. The quality of teaching in the subject is 89%. My students are active participants in various competitions around the world:

P Diploma-recipient of the contest "Fox", student of 3 "B" class Daria Shamova (December 2014)

P Laureate of the Russian Interregional Intellectual and Creative Competition "The World Around Us", pupil 3 "B" of grade Daniil Gorodishenin; (November 2014)

P Diploma winners of the competition “Video lessons. ru »distance olympiad in the surrounding world

Daniil Gorodishenin - 2nd degree diploma;

Shamova Daria - 2nd degree diploma;

Dmitry Stepichev - 3rd degree diploma;

As a result of the study, the following results were obtained:

1. The directions of using ICT in the lessons of the surrounding world for the development of cognitive UUD are highlighted.
2. A system of ICT application in the lessons of the surrounding world has been developed, which ensures the development of cognitive UUD.
3. The types of tasks for the formation of cognitive UUD through ICT at different stages of the lesson have been determined.

EFFICIENCY
The effectiveness of this experience includes:
The growth of positive motivation in the classroom with the use of ICT in the lessons of the surrounding world; Appendix 6, p.
Increasing the productivity of the educational process;
Increased concentration of attention; Appendix 7, page
Formation of computer literacy; Appendix 8, page

The growth of the quality of knowledge, appendix 9, p.

Based on the above, it can be concluded that the goal has been achieved, the tasks have been completed.

Thus, the work spent on managing cognitive activity using ICT means justifies itself in all respects - it increases the quality of knowledge, promotes the child in general development, he becomes a seeker, thirsty for knowledge, tireless, creative, persistent and hardworking, helps to overcome difficulties, brings joy into the life of a child, creates favorable conditions for better understanding between teachers and students, their cooperation in the educational process.

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Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution of Higher vocational education

"Shadrinsk State Pedagogical Institute"

Department of Pedagogy, Theory and Methods of Education

Final qualifying work

in the direction of training 050100

"Elementary education"

"Development of cognitive universal educational actions of primary schoolchildren in the lessons of the surrounding world"

Artist: Koneva Irina Andreevna

3rd year student of correspondence department

Scientific adviser: candidate of pedagogical sciences, senior teacher Zhdanova Natalya Mikhailovna

Shadrinsk, 2016

Introduction

Chapter 1. Theoretical basis the formation of cognitive universal educational actions of junior schoolchildren in the process of teaching the subject "The World Around"

1.4 Conditions for the implementation of cognitive universal educational actions in the process of teaching the surrounding world in younger schoolchildren

Chapter 2. Experimental work on the formation of cognitive UUD in younger schoolchildren in the classroom of the surrounding world

2.1 Analysis of the practical activities of primary school teachers in the formation of cognitive UUD in the process of teaching the subject "The World Around"

2.2 Diagnostics of the level of formation of cognitive UUD in primary schoolchildren

2.3 Implementation of a set of tasks for the formation of cognitive UUD in the process of teaching the surrounding world

2.4 Results of experimental work

Conclusion

List of sources used

Application

Introduction

An urgent task of education is to ensure the development of universal educational actions (ULE) as a psychological component of the fundamental core of education, along with a modern presentation of the subject content of specific disciplines. The FSES of primary general education contains the characteristics of personal, regulatory, cognitive, communicative universal educational actions. Let us dwell in more detail on cognitive universal educational activities.

The formation of broad cognitive motives for learning in younger schoolchildren is closely related to the assimilation of theoretical knowledge and an orientation towards generalized methods of action. An important role is assigned to the use of cognitive tasks, which are understood as the comprehension of phenomena and the formulation of goals. Teachers face the challenge of identifying pedagogical conditions and the search for ways to effectively form the skills necessary for the implementation of cognitive universal educational actions in primary schoolchildren.

At the same time, it is the younger school age favorable for mastering cognitive universal educational actions.

Well-known psychologists and teachers L.S. Vygotsky, A.N. Leontyev, D.B. Elkonin, V.V. Davydov, A.G. Asmolov and others.

Taking into account the relevance, practical need and significance, the research topic was determined: "The development of cognitive universal educational actions of primary schoolchildren in the lessons of the surrounding world."

Purpose of the research: to consider the theoretical and methodological aspects of the formation of cognitive skills of primary schoolchildren in the lessons of the surrounding world.

Research object: teaching the world around.

Subject of research: the process of forming cognitive universal educational actions in younger schoolchildren at the lessons of the surrounding world.

Research hypothesis: the use of a set of tasks aimed at the formation of cognitive EUL in the lessons of the surrounding world will be effective if:

Systematically apply a set of tasks;

Take into account the peculiarities of primary school age.

Based on the goal and hypothesis, the following tasks were identified:

1. To reveal the essence of the concept of cognitive learning actions.

2. Consider the psychological and pedagogical aspects of the formation of cognitive UUD in younger students.

3. To study the conditions for the implementation of cognitive universal educational actions.

4. To develop a set of tasks aimed at the formation of cognitive UUD.

Research methods: theoretical (comparison, analysis of psychological, pedagogical and methodological literature on the research topic, modeling, generalization), empirical (conversation, observation, questioning), statistical.

The final qualifying work consists of an introduction, two chapters, a conclusion, an appendix, a list of sources used.

Practical significance: research materials can be used by primary school teachers, students of the pedagogical faculty

Chapter 1. Theoretical foundations of the formation of cognitive universal educational actions in the process of teaching the subject "The world around us"

1.1 The concept of "cognitive learning actions", its essence and features

In the modern education system, personality development is ensured, first of all, through the formation of universal educational actions that act as an invariant basis for the educational and upbringing process. Students who have mastered the universal educational actions get the opportunity to independently and successfully assimilate new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn.

A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya, O.A. Karabanova, L.G. Peterson pay a lot of attention to the study of approaches to the formation of universal educational actions of students.

“In a broad sense, the term“ universal learning actions ”(UUD) means the ability to learn, that is, the subject's ability to self-development and self-improvement through the conscious and active appropriation of new social experience.

In a narrower (strictly psychological) sense, this term can be defined as a set of student's modes of action (as well as related skills educational work), ensuring the independent assimilation of new knowledge, the formation of skills, including the organization of this process. "

Universal educational actions provide the student with the ability to independently carry out educational activities, set educational goals, seek and use the necessary means and ways to achieve them, monitor and evaluate the process and results of activities; create conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuous education; ensure the successful assimilation of knowledge, the formation of skills, skills and competencies in any subject area. Mastering them allows you to achieve personal and metasubject results established by the federal state educational standard of primary general education.

One of the features of universal educational actions is their universality, which is manifested in the fact that they are meta-subject in nature; ensure the integrity of general cultural, personal and cognitive development and self-development of the individual; ensure the continuity of all stages of the educational process; form the basis of the organization and regulation of any student's activity, regardless of its special-subject content; provide the stages of assimilation of educational content and the formation of psychological abilities of the student.

In this regard, universal educational actions should be the basis for the choice and structuring of the content of education, techniques, methods, forms and technologies of teaching as necessary components of an integral educational process.

The federal state educational standard for primary general education is based on the system-activity approach. Therefore, at present, we have to move away from the traditional transfer of ready-made knowledge from teacher to student. The task of the teacher is to include the student himself in educational activities, to organize the process of independent mastering by children of new knowledge, the application of the knowledge gained in solving cognitive, educational, practical and life problems.

It is known that the formation of any personality neoplasms? skills, abilities, personality traits? possible only in activity. At the same time, the formation of any skills, including UUD, goes through the following stages:

1) at the beginning, when studying various academic subjects, the student develops a primary experience in the implementation of the ECD and the motivation for its independent implementation;

2) based on the experience, the student develops knowledge about the general way of performing this EUL;

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

There are four blocks of universal educational actions:

personal (provide value-semantic orientation of students (knowledge of moral norms, the ability to correlate actions and events with accepted ethical principles, the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships);

regulatory (provide students with the organization of their learning activities);

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

communicative (provide social competence and consideration of the position of other people, communication partners or activities; the ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive interaction and cooperation with peers and adults).

Classification of cognitive universal educational actions

Rice. 1. Classification of cognitive UUD

The planned results of the formation of cognitive universal educational actions can be classified as follows:

cognitive UUD, reflecting the methods of cognition of the surrounding world;

cognitive UUD that form mental operations;

cognitive UUD that form search and research activities.

More detailed information The general planned results of the formation of cognitive EUL are presented in Fig. 2.

However, at different stages of education in primary school, there are certain differences in the content of cognitive universal educational actions. First of all, they are associated with the age characteristics of students, therefore, as schoolchildren grow up, the level of complexity of actions increases, and the results of ranking UUDs according to the degree of complexity of their formation change. This should be taken into account when developing a system of tasks aimed at the formation of cognitive universal educational actions, which should be based on the principle of continuity.

The planned results of the formation of cognitive LUD at different stages of education in primary school, see Table 1.

In order for these results to be obtained, the teacher must have a whole arsenal of various means. “Means - pedagogical material objects and objects of spiritual culture, intended for the organization and implementation of the pedagogical process and performing the functions of the development of students; substantive support of the pedagogical process, as well as a variety of activities in which pupils are involved: work, play, student communication, cognition. "

One of the effective means of promoting cognitive motivation, as well as the formation of universal educational actions is the creation of problem situations in the classroom. A.M. Matyushkin characterizes

Rice. 2. General planned results of the formation of cognitive EUL

Table 1 - Planned results of the formation of cognitive UUD at different stages of education in primary school

a problem situation as "a special type of mental interaction between an object and a subject, characterized by such a mental state of the subject (student) in solving problems, which requires the discovery (discovery or assimilation) of new, previously unknown knowledge or methods of activity". In such a lesson, a research approach to learning is implemented, the principle of activity, the meaning of which is that the child "obtains" knowledge in the process of his work.

Project and research activities- a necessary condition for a competence-based approach and an effective means of forming universal educational actions, including cognitive ones (cognition of objects of the surrounding reality; studying ways to solve problems, mastering the skills of working with information sources, tools and technologies). Student research provides high informative capacity and consistency in assimilation teaching material, involve both intra-subject and inter-subject connections.

It is essential that the specific information or knowledge necessary for solving a problem or creating a product must be found by the students themselves. At the same time, the role of the teacher changes - he becomes the organizer of joint work with students, contributing to the transition to real cooperation in the course of mastering knowledge. As forms of organizing educational and research activities in lesson classes, you can use such as an invention lesson, a lesson in open thoughts, a lesson - research, a lesson - a laboratory, a lesson - a creative report, a lesson - defense of research projects, etc.

Considering the question of the technologies for the formation of cognitive ECD, it is necessary to turn to a model educational action for the system of cognitive actions, or a general method of problem solving. It includes: knowledge of the stages of a solution (process), methods (solutions), as well as possession of subject knowledge: concepts, definitions of terms, rules, formulas, logical techniques and operations.

The components of the general technique are: analyzing the text of the problem, translating the text into the language of the subject using verbal and non-verbal means, establishing relationships between the data and the question, drawing up and implementing a solution plan, checking and evaluating the solution to the problem.

The technology of developing critical thinking through reading and writing should be considered as a promising teaching technology that ensures the development of cognitive ECD. The formation of logical universal actions is positively influenced by the use of such techniques as a cluster, “Faithful - not correct statements», Sinkwine, essay, zigzag; general educational - insert and reading with stops, symbolic and symbolic - cluster, statement and solution of the problem - “I know - I want to know - I learned”, “Thick and thin questions”.

Also interesting is the method of drawing up a graph-scheme. A graph-scheme is a way of modeling the logical structure of the studied material. There are two types of graph-schemes - linear and branched. The means of graphic representation are abstract geometric shapes (rectangles, squares, ovals, circles, etc.), symbolic images and drawings and their connections (lines, arrows, etc.). The graph-scheme differs from the plan in that it clearly reflects the connections and relationships between the elements.

The above techniques satisfy the need for creativity of students, develop the ability to concisely express thoughts in oral and written form, activate the mental activity of students and, in general, contribute to the formation of various competencies. The ability to perceive information, the ability to reflect is developing. For example: the method “I know - I want to know - I found out”. The “I know” stage involves the recording of known information on the topic of the lesson; “I want to know” - formulation of a goal; “Learned” is the ratio of old and new information. They increase the motivation to study the material, develop the ability to predict the tasks "True - incorrect statements", "Forecasting". When using the "True - False Statements" technique, students have several statements on a topic that has not yet been studied. Children choose the correct statements based on their own experience or simply by guessing. At the stage of reflection, they return to this technique in order to find out which of the statements were true. Exercise "Forecasting" can be used in lessons on the subject "The World Around". Students are invited to predict the further consequences of the negative human impact on the environment.

Thus, even the above methods, forms and technologies of teaching serve as proof that there are quite a few means that ensure the effective formation of cognitive educational actions. However, a successful solution to this problem is possible only with a systematic approach. It must be remembered that universal educational actions are an integral system in which the origin and development of each type of educational action is determined by its relationship with other types of educational actions and the general logic of age-related development.

1.2 Psychological and pedagogical aspects of the formation of cognitive UUD in children of primary school age

The changes taking place in modern society require the accelerated improvement of the educational space, the definition of educational goals, taking into account state, social and personal needs and interests. In this regard, the provision of the developing potential of new educational standards is becoming a priority. New social demands define the goals of education as general cultural, personal and cognitive development students providing such a key competence of education as "teach to learn". The most important task modern system education is the formation of a set of "universal educational actions" that provide the competence "teach to learn", and not only the development of students of specific subject knowledge and skills within individual disciplines.

Specificity modern world is that it is changing at an ever faster pace. The amount of information in the world doubles every ten years. Therefore, the knowledge gained at school becomes outdated after a while and needs to be corrected, and the learning outcomes, not in the form of specific knowledge, but in the form of the ability to learn, are becoming more and more in demand today. Proceeding from this, the Federal State Educational Standard of Primary General Education has defined as the main results not subject, but personal and metasubject - universal educational actions. The most important task of the modern education system is the formation of universal educational actions that provide schoolchildren with the ability to learn, the ability to self-development and self-improvement. All this is achieved through the conscious, active appropriation of social experience by students. At the same time, knowledge, skills and abilities (ZUN) are considered as derivatives of the corresponding types of purposeful actions, i.e. they are formed, applied and maintained in close connection with the active actions of the students themselves.

Personal development in the education system is ensured, first of all, through the formation of universal educational actions (ULE), which are the invariant basis of the educational and upbringing process. The mastery of universal educational actions by students acts as the ability for self-development and self-improvement through the conscious and active appropriation of new social experience. UUD create an opportunity for independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, that is, the ability to learn.

Changes taking place in modern social life, caused the need to develop new approaches to the system of training and education.

Modern children have changed a lot compared to the time when the previous education system was created. It is quite natural that certain problems have arisen in the teaching and upbringing of modern the younger generation... Let's dwell on some of them:

There is a gradual washing out of activities and their replacement with educational-type activities. Role-playing game does not occupy a leading place, which leads to difficulties in the development of arbitrary behavior, figurative thinking, motivational sphere, without ensuring the formation psychological readiness to schooling.

Anxiety is caused by the orientation of adults exclusively on the mental development of the child to the detriment of spiritual and moral education and personal development... As a consequence of this process, there is a loss of interest in learning.

The awareness of children has increased dramatically. If earlier school and lessons were sources for a child to receive information about the world, a person, society, nature, today the media, the Internet are an essential factor in the formation of a child's picture of the world, and not always positive.

Modern children read little, especially classical and fiction literature. Television, films, video are replacing literary reading. Hence the difficulties in teaching at school, associated with the impossibility of a semantic analysis of texts of various genres; unformed internal action plan; difficulty of logical thinking and imagination.

In elementary school, studying different subjects, the student, at the level of the capabilities of his age, must master the methods of cognitive, creative activity, master communication and information skills, be ready to continue education.

Most of the teachers will have to rebuild their thinking, based on the new tasks posed by modern education... The content of education does not change much, but, implementing the new standard, each teacher must go beyond the scope of his subject, thinking, first of all, about the development of the child's personality, the need to form universal educational skills, without which the student cannot be successful at any subsequent stages of education. nor in professional activities.

Successful education in elementary school is impossible without the formation of educational skills in junior schoolchildren, which make a significant contribution to the development of the student's cognitive activity, since they are general educational, that is, they do not depend on the specific content of the subject. Moreover, each academic subject, in accordance with the specifics of the content, takes its place in this process.

For example, already in the first literacy lessons, the child is given educational tasks, and first together with the teacher, and then on his own, he explains the sequence of educational operations (actions) that he carries out to solve them. So, conducting sound analysis, first-graders are guided by the word model, give its qualitative characteristics. To do this, they must know all the actions necessary to solve this educational problem: determine the number of sounds in a word, establish their sequence, analyze the "quality" of each sound (vowel, consonant, soft, hard consonant), designate each sound with a corresponding color model. At the beginning of the training, all these actions act as subject actions, but a little time will pass, and the student will use the action algorithm, working with any educational content. Now the main result of training is that the student, having learned to build a plan for the implementation of the educational task, will no longer be able to work differently.

Formation of universal educational activities in educational process is carried out in the context of the assimilation of various academic disciplines. Each academic subject, depending on the subject content and methods of organizing the educational activities of students, reveals certain possibilities for the formation of UUD.

The universal character of educational actions is manifested in the fact that they are of a supra-subject, metasubject nature; ensure the integrity of general cultural, personal and cognitive development; ensure the continuity of all stages of the educational process; are the basis for the organization and regulation of any student's activity, regardless of its special-subject content.

This ability is provided by the fact that universal educational actions are generalized methods of action that open up the possibility of a broad orientation of students, both in various subject areas and in the structure of the educational activity itself, including students' awareness of its goals, value-semantic and operational characteristics. Thus, the achievement of "the ability to learn" presupposes a full-fledged mastering of all components of educational activity, which include:

Educational motives,

Learning goal,

Educational task,

Teaching activities and operations (orientation, material transformation, control and evaluation).

In the basic requirements for the results of mastering the basic educational program of primary general education, established by the Federal State Educational Standard, there are universal educational actions (ULE), the formation of which is paid special attention.

Learning activities are an integral part of learning activities. UUD is actions of various purposes, necessary in its organization and implementation of educational activities. If a student has mastered UUD, we can say that he has mastered educational activities.

In the course of educational activity, the assimilation of objective and cognitive actions takes place. Learning activity (like any other) consists of separate components - actions, operations, motives, tasks. Psychologists highlight the essential characteristics of educational activity that distinguish it from other types of activity:

1) it is specifically aimed at mastering educational material and solving educational problems;

2) general methods of action and scientific concepts are mastered in it;

3) general methods of action precede the solution of problems;

4) educational activity leads to changes in the subject itself;

5) the change in the mental properties and behavior of students occurs depending on the results of their own actions.

The term universal instructional action is psychological. As part of the main types of universal educational activities corresponding to the key goals of general education, four blocks can be distinguished:

1) personal;

2) regulatory (including also self-regulation actions);

3) cognitive;

4) communicative.

Cognitive universal actions include: general educational, logical, as well as posing and solving a problem.

Cognitive educational activities are associated with the formation of skills aimed at developing the intellectual level of students to determine the level of the educational process. These are skills:

Master the logical actions of comparison, analysis, syntax, generalization, classification by generic characteristics, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts;

Reveal the essence of the features of objects, processes and phenomena of reality in accordance with the content of a specific academic subject;

Use in their activities basic subject and interdisciplinary concepts that reflect essential connections and relationships between objects and processes;

Use symbolic means of presenting information to create models of studied objects and processes, schemes for solving educational and practical problems;

Find ways to solve creative and exploratory problems.

The development of UUD is a very important and necessary task. This is not only the formation of various psychological processes that are necessary for a person, but also the development of the ability to solve any life problems, using the existing knowledge and skills, which contributes to the education of a competent person.

These types of UUD are also formed in the process of studying various academic disciplines. All this helps the child to include all types of memory in the memorization process, materializes spelling concepts, allows developing observation skills, forms the ability to analyze, compare, and draw conclusions.

Cognitive UUD include general educational, logical actions, as well as actions of posing and solving problems.

General educational universal actions:

Self-identification and formulation of a cognitive goal;

Search and selection of the necessary information; application of information retrieval methods, including with the help of computer tools;

Knowledge structuring;

Conscious and arbitrary construction of a speech utterance in oral and written form;

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

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

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

Statement and formulation of the problem, self-creation algorithms of activity in solving problems of a creative and search nature.

Functions of universal learning activities include:

* providing the student with the ability to independently carry out educational activities, set educational goals, seek and use the necessary means and ways to achieve them, monitor and evaluate the process and results of activities;

* creation of conditions for the harmonious development of the personality and its self-realization based on the readiness for continuous education, the need for which is due to the multiculturalism of society and high professional mobility;

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

Cognitive actions are also an essential resource for achieving success and have an impact both on the effectiveness of the activity and communication itself, and on self-esteem, meaning formation and self-determination of the student.

Consider the stages of the formation of UUD. According to the theory of the planned step-by-step formation of actions and concepts of P. Ya. Halperin, the subject of formation should be actions understood as ways of solving a certain class of problems. To do this, it is necessary to single out a system of conditions, the consideration of which not only ensures, but even "forces" the student to act correctly and only correctly, in the required form and with the specified indicators.

This system includes three subsystems:

1) conditions that ensure the construction and correct implementation by the student of a new mode of action;

2) conditions that ensure "working off", that is, the education of the desired properties of the mode of action;

3) Conditions that make it possible to confidently and fully transfer (interiorize) the performance of an action from an external objective form to the mental plane.

There are six stages of action interiorization.

At the first stage, assimilation begins with the creation of a motivational basis for the action, when the student's attitude to the goals and objectives of the assimilated action, to the content of the material on which it is worked out, is laid. This attitude may change in the future, but the role of the initial motivation for assimilation in general is very great.

At the second stage, the formation of the scheme of the indicative basis of the action takes place, that is, the system of landmarks necessary to perform the action with the required qualities. In the course of mastering the action, this scheme is constantly checked and refined.

At the third stage, the action is formed in a material (materialized) form, when the orientation and execution of the action is carried out with support on the externally presented components of the scheme of the orienting basis of the action.

The fourth stage is external speech. Here the transformation of action takes place - instead of relying on externally presented means, the student proceeds to describe these means and actions in external speech. The need for a material (materialized) representation of the scheme of the orienting basis of action, as well as the material form of action, disappears; its content is fully reflected in speech, which begins to act as the main support for the emerging action.

At the fifth stage (action in external speech "to oneself") there is a further transformation of the action - a gradual reduction of the external, sound side of speech, while the main content of the action is transferred to the internal, mental plane.

At the sixth stage, the action takes place in latent speech and takes the form of its own mental action.

Empirically, the formation of an action, a concept or an image can take place with the omission of some stages of this scale; Moreover, in some cases, such a pass is psychologically quite justified, since the student in his past experience has already mastered the corresponding forms and is able to successfully include them in the current process of formation (actions with objects or their substitutes, speech forms, etc.).

Thus, in this section, the psychological and pedagogical aspects of the cognitive universal educational actions of younger students are considered. In the next paragraph, we will consider the formation of this type of universal educational actions in younger schoolchildren in the lessons of the surrounding world.

1.3 Formation of cognitive UUD in younger schoolchildren in the classroom of the surrounding world

Cognitive UUD differ from our usual knowledge, skills and abilities. ZUN (s) were focused on simple relaying of knowledge. The teacher "drove the program", the children listened, did not always hear, did not always understand, did not always have time to think. The teacher had no time to make sure whether the children think, and the children do not need to think, because they need to be taught, memorized. As a result, the teacher gradually turned into a person who considers himself the smartest, the most knowledgeable, the most - the most ... The student, under the conditions of constant edification, became intimidated, insecure, deprived of his opinion, or insolent and uncontrollable little man. In this state of affairs, it makes no sense to wait for the emergence of strong, creative, confident individuals who are ready to think positively and act decisively.

The fundamental difference between the school standards of the new generation is their focus on achieving not only subject educational results, but, first of all, on the formation of the personality of students, their mastery of universal methods of educational activity, ensuring success in cognitive activity at all stages of further education.

Cognitive universal learning activities are one of four blocks that make up the main types of universal learning activities that correspond to the key goals of general education and constitute the functional literacy of students. It is important for a teacher to understand that their formation depends on structural components, which we structure in Table 1 for ease of perception.

Table 1 - Classification of the constituent parts of cognitive UUD

	Action
Compare and highlight	characteristics by which objects are compared
	signs of similarity
	signs of difference
	main and secondary in the studied object
	essential features of the object
Analyze	split an object into parts

	characterize parts of this object
Draw conclusions	find the main thing in the studied phenomenon or object
	establish the root cause of a phenomenon
	summarize a statement linking cause and effect
Schematize	split an object into parts
	arrange parts in sequence
	define links between parts
	draw up a graphic image

From table 1 we see that in order to form skills, the teacher must know what actions they include. It is a guide to the action of the teacher, who, in the course of systematic work, must receive formed cognitive universal educational actions, characterized by specific skills. This is a kind of toolkit for diagnostics of the listed skills and their criteria, which determines the ways of development and implementation of these components of ECD.

Cognitive universal educational actions include three main types of actions: general educational, logical, posing and solving problems. Each action includes specific methods of activity that the student must master. Table 2 presents the techniques of cognitive ECD and their operational characteristics.

Table 2 - Techniques and operational characteristics of cognitive ECD

		Characteristic
General educational universal actions	Isolation and formulation of a cognitive goal	Self-directed student action
	searching and highlighting the necessary information	application of information retrieval methods, including with the help of computer tools
	sign-symbolic (modeling)	transformation of an object from a sensory form into a model, where the essential characteristics of the object (spatial-graphic or sign-symbolic) are highlighted and the transformation of the model in order to identify general laws defining the given subject area
	structuring	applying the skills of drawing up charts and tables
		selection of the most effective ways to solve problems depending on specific conditions
	reflection of the ways and conditions of action	control and evaluation of the process and results of activities
	semantic reading	understanding the purpose of reading and choosing the type of reading depending on the purpose
		extracting the necessary information from the listened texts of various genres
		definition of primary and secondary information
		free orientation and perception of texts of artistic, scientific, journalistic and official-business styles
		understanding and adequate assessment of the language of the media
		conscious and arbitrary construction of a speech utterance in oral and written form
	formulation Problems	independent creation of algorithms of activity when solving problems of a creative and search nature
Universal logical actions	object analysis	highlighting features (significant, insignificant)
		establishing causal relationships
		building a logical chain of reasoning
		proof
		composing a whole from parts, including completing the building independently, replenishing the missing components
		highlighting essential and non-essential features
		establishing an analogy
	choice of grounds and criteria	comparison, serialization, classification of objects
	conceptualization	deduction of consequences
	hypothesis	their justification
Statement and solution of the problem	formulation Problems	independent creation of ways to solve problems of a creative and exploratory nature

Techniques and characteristics of the main actions of cognitive ECDs allow you to indicate the basic requirements for the results of their development: the student perceives and analyzes messages; owns the modeling action; owns a range of logical actions and operations; owns general techniques for solving educational problems; searches for information; builds oral and written messages; carries out synthesis and analysis; compares and classifies; establishes causal relationships.

It is important to note such a general educational universal action as reflection. Reflection by students of their actions presupposes their awareness of all the components of educational activity. The reflective development of students needs to be given special attention, ensuring a change in positions and a different view of their activities. It is necessary to give the child the opportunity not only to learn and be in the position of a "student", but also the opportunity to teach another - to be in the position of a "teacher".

Let us concretize the content of cognitive universal educational actions that are formed in the lessons of the surrounding world:

Mastering the techniques of analysis;

Derivation of consequences from the definition of a concept;

Ability to compare, give contradictory examples;

Formulation of a problematic question or problem situation, encouraging students' interest in finding an answer while working with the material;

Creation of game situations in the classroom, which makes it possible to make the process of studying the world around, the names of geographical objects more dynamic and interesting. The questions in the game do not have to be very simple and difficult. The question should generate an incentive to work with additional literature, to deeply comprehend the topic.

Further, it should be noted that the student moves along an individual route and masters the UUD in stages, while the teacher must take into account his unique development: intellectual, emotional, psychological, physiological, etc. The organization of working out universal educational actions should be carried out in stages:

Table 3 - The main stages of the formation of UUD in younger schoolchildren in the classroom of the surrounding world

In a simplified sense, the first stage of the formation of UUD is provided on the basis of grades 1-4 and has a reproductive nature of activity.

You should also pay special attention to the fact that the initial stage of education has a specific purpose and content of cognitive universal educational actions. The organization of the stage-by-stage development of the UUD ensures the transition from simple levels of performance to the highest: from materialized to speech and mental forms of action. The most important criterion for assimilating UUD on the content of any subject is the process of interiorization - the performance of an action from an external objective form into the mental plane through speech forms. The more opportunities each student has to speak out the sequence of performing educational actions, the more effective interiorization will be for him. Table 4 presents cognitive UUD, which contain indicative components - speech actions, logical and sign-symbolic.

Table 4 - Indicative components in relation to cognitive ELE at the initial stage of learning

	Cognitive UUD
		brain teaser	Sign-symbolic
LEARN LEARN

Formation of cognitive UUD by means of intellectual educational tasks in the lessons of the Russian language in elementary school

annotation
This work is intended for primary school teachers who implement any teaching materials. The work highlights the structure of the lesson using the methodology of complex intellectual development. The application contains intellectual tasks for each stage of the lesson and lesson development.

Explanatory note
The topic of work, in my opinion, is relevant, since the innovative processes taking place today in the system teacher education, the most acute issue is the preparation of a highly educated, intellectually developed personality.
Scientific and technological progress dictates certain requirements for a person of the XXI century: he must be not just a creator, but a creator, creative and intellectually developed, therefore, I believe that the upbringing and formation of such a person should be dealt with by a modern school, where the principles of an individual approach to students are implemented.
I am convinced that the primary school is given the most important place in the school education system, as the basic link in the development of an intellectual and creative personality. While testing the "Prospective Primary School" program, I faced a problem: how to activate the intellectual activity of students with different mindsets, make learning comfortable, and contribute to strengthening the mental and physical health of children?
I set a goal for myself: to create conditions for enhancing the intellectual activity of schoolchildren; to increase the effectiveness of educational activities through the development of the intellectual abilities of schoolchildren.
Based on the goals of my pedagogical activity, the following tasks appeared: to raise the level of both logical and abstract thinking, i.e. to present educational material in a more voluminous manner, highlighting the logical and figurative side in it; take into account the age, individual characteristics of students; to develop a system of exercises that develop the intellectual activity of younger students.
Having studied the structure of intellectual abilities, I came to the conclusion that for the development of the personality of a younger student, the following intellectual abilities should be actualized: thinking, memory, attention.

Introduction
Intellectual development occurs in the early stages of personality formation. Scientific research recent years indicate that each age stage has its own readiness for the development of certain aspects of intelligence.
A child entering school is not always ready enough to study in it for a number of reasons. One of them is intellectual passivity. Psychologists consider intellectual passivity as a consequence of improper education and training, when a child has not gone through a certain path of mental development in the preschool period, has not learned the necessary intellectual skills and abilities.
In this regard, newly arrived students join the ranks of underperforming students in schools. It is difficult for them to study, both the subject of the Russian language and other subjects. Among the unsuccessful primary school students, there are children with various speech impairments. Speech is one of the central, most important mental functions. The development of thinking largely depends on the development of speech.
Primary school should teach children who entered school, teach not only to read, count, but also write competently, continuing to develop the child as a person.
Children with a fairly good preschool preparation also enter the 1st grade. They have developed speech and no intellectual passivity. How to submit educational material so that it is interesting for some and not difficult for others, so that all students learn the educational material? In search of a solution to this problem, I began to use the method of Bakulina G.A. integrated development intellectual characteristics of primary school students in the lessons of the Russian language, increases speech activity.
Intelligence is the basis of subjectivity. The core of subjectivization is the logical thinking of the student, contributing to the conceptual understanding of the world around him. Therefore, subjectivization presupposes such a content of the educational process, which primarily stimulates the development of mental qualities. Together with them, speech, memory, attention and other qualities of the intellect of students are successfully improved. The subjectivization of the learning process is understood as the conscious social and active involvement of the student in the planning, organization and implementation of his educational and cognitive activities.
To implement the system of integrated intellectual development in the learning process, traditional types of lessons are used (learning new material, consolidating knowledge, generalizing accounting and control, combined lessons) while maintaining all the main stages. However, the methodology for conducting each stage of the lesson changes significantly.

The novelty of this technique consists primarily in the fact that subjectivization is the basis as a system-forming factor, which is understood as a qualitatively new level of conscious vigorous activity students in the Russian language lesson, their participation in the planning and implementation of all or most of its structural stages. Certain changes are being made to the content and organization of the learning process. This is the introduction of additional vocabulary during vocabulary and spelling work, consolidation, repetition and generalization of what was learned; an increase in the use of proverbs, sayings, phraseological phrases; inclusion in the content of lessons of various types of texts of an educational and cognitive nature; expanding the scope of work with concepts and terms.
The updated teaching content helps to expand the horizons of students, deepens knowledge about the world around, favors the development of the child as a person, activates the mental activity of children, and provides an opportunity for the development of speech abilities of students.
Changes in the organization of the process of teaching the Russian language are associated with the implementation of a number of principles for conducting lessons. Along with the generally accepted principles, we will use the following principles:
- the principle of a versatile developmental impact on the intelligence of a child;
- the principle of an effective approach to learning;
- the principle of a reasoned answer presupposes a complete, consistent, evidence-based explanation by students of their opinion;
- effective implementation of the above principles depends on the principle of cooperation, business partnership between teachers and students.
The mobilizing stage of the lesson is introduced into the lesson structure. The purpose of the mobilizing stage of each lesson is to involve the child in the work. Its content includes three groups of exercises that involve various operations with letters (graphics, symbols, imaginary patterns). The exercises are designed for 2-4 minutes of the lesson and are designed to improve the child's thinking. Simultaneously with thinking, attention, memory, intelligence, observation, speech ability develops.
At this important stage, there is an actualization and deepening of students' knowledge on a specific topic, as well as the improvement of the most important qualities of intelligence (speech, attention, memory, thinking, etc.), their further development... To solve these problems, schoolchildren carry out the mental operations indicated by the teacher with the inherent mental material and, as a result, come to the desired conclusion.

For the formation of cognitive UUD- tasks are selected, the correct result of which cannot be found in the finished textbook. But in the texts and illustrations of the textbook, reference books, there are tips to complete the task.
Cognitive universal educational actions include: general educational actions, actions of posing and solving problems, and logical actions and provide the ability to cognize the surrounding world: the willingness to carry out directed search, processing and use of information.
Cognitive UUD includes skills: to be aware of a cognitive task; read and listen, extracting the necessary information, as well as independently find it in the materials of textbooks, workbooks, other additional literature; to carry out operations of analysis, synthesis, comparison, classification for solving educational problems, to establish cause-and-effect relationships, to make generalizations, conclusions; perform educational and cognitive actions in a materialized and mental form; understand the information presented in pictorial, schematic, model form, use symbolic means to solve various educational problems.
Translation of a text into a sign-symbolic language is needed not by itself, but to obtain new information. Training according to the current programs of any academic subjects involves the use of various sign-symbolic means (numbers, letters, diagrams, etc.)
Of the various types of activity with sign-symbolic means, modeling has the greatest application in teaching. Moreover, in the concept of developmental education by D.B. Elkonin - V.V. Davydov's modeling is included in educational activity as one of the actions that should be formed by the end of primary school.
Modeling is also used in Russian lessons. At the literacy stage, these are sentence models, then sound word models, which are then converted into alphabetic ones. We use these models throughout the entire course of the Russian language when studying the topic "Spelling". Models help very well in the classroom of setting an educational problem, where children can see the inconsistency of the scheme, fix the gap between knowledge and ignorance, and research work change or clarify this scheme.
Effective stimulation of the cognitive activity of students is largely ensured by expanding the scope of the use of search, partial search, problem methods of studying new educational material.

In elementary school, students must master such elements of logical actions as: comparison, classification, highlighting the features of objects, defining a familiar concept through genus and species difference, making simple inferences based on these premises. Therefore, it is advisable to start teaching logical actions with the formation of the corresponding elementary skills, gradually complicating the tasks. With the help of exercises, the knowledge of children is not only consolidated, but also clarified, the skills of independent work are formed, and the skills of mental activity are strengthened. Children constantly have to deal with analysis, comparison, make up phrases and sentences, abstract and generalize. This ensures the simultaneous development of a number of the most important intellectual qualities of the child: attention, memory, various types of thinking, speech, observation, etc. Objects and phenomena of the surrounding world have similarities and differences. The similarities and differences of objects are reflected in their characteristics. The most important signs of objects are reflected in the concept. A concept is what we understand when we say or write a word.
Between concepts there are different relationship... First, the species-genus relationship. It is such a relationship when all objects included in the "species" are included in the "genus", have common essential features. For example, sandals are shoes, perch is fish.

When selecting material for students' work at this stage, it is necessary to take into account the fact that the tasks offered to students should be of a developmental nature, to influence the development of the corresponding linguistic abilities. Exercises for the development of linguistic abilities deserve special attention. (Annex 1)
Closely connected with the mobilizing stage (and sometimes with another fragment of the lesson), the next obligatory stage of the lesson is the formulation of the topic and the purpose of the lesson by students. This is a kind of logical-linguistic task that students solve in the process of analytical-synthetic activity and formulate in the form of a small text - inferences.
Students' formulation of the topic and purpose of the lesson is very important from the point of view of its functional load: it significantly increases the level of subjectivization of the educational process, since students create an internal attitude and self-determination to achieve this goal, which acts throughout the lesson and ensures more fruitful work of children in the rest of the lessons.
Depending on the content of the studied material and the structure of the lesson, this action may take place after the mobilizing stage, vocabulary and spelling work, after repeating the previously completed one.
It is imperative to make explicit to students the goals of their learning activities - the implementation of each action in the lesson, each task, each exercise. Otherwise, the educational process, organized by the teacher, will not “touch” the student, will not cause the need to be included in it.
The principles of subjectivization of learning are also implemented in the course of studying language theory. New knowledge is not given to schoolchildren in a finished form - they must acquire it in the process of search activity.

- self-identification by schoolchildren of the letter intended for writing
- formation by students of the topic of a minute of calligraphy

A minute of calligraphy becomes a universal structural part of the lesson. During it, along with the improvement of the graphic skill, non-traditional types of phonetic parsing, parsing of words by composition are carried out, knowledge on the studied topics of the Russian language is deepened, the formation of the qualities of intelligence continues.
Gradually, students are involved in drawing up a chain for calligraphy. (Appendix 2)

An obligatory structural stage of the lesson, conducted by means of subjectivization, is vocabulary and spelling work, which is also based on the direct, active and conscious participation of schoolchildren in determining the new "difficult" word intended for learning.
The work on acquaintance with a new vocabulary word provides a conscious educational and cognitive activity of the student. There are several parts in the structure of vocabulary and spelling work:

- etymological reference
- mastering the spelling of a word
The presentation of a new vocabulary word consists in the independent definition and formulation of the topic of vocabulary and spelling work by schoolchildren. This activity is carried out with the help of a new type of complex-logical exercises, the implementation of which is aimed at the simultaneous development of the most important intellectual qualities of the child. All exercises are combined into groups, each of which has its own distinctive, specific traits... (Appendix 3)

A problematic situation at a high level does not contain clues or may have one clue, on average 1-2 clues. At a low level, the role of prompts and perform questions and tasks, answering which students come to a conclusion. (Appendix 4)

When consolidating the studied material, it is possible to purposefully form certain sets of intellectual qualities and skills of students by selecting and arranging language material in lexical and spelling exercises. Each group of tasks is aimed at improving one or another complex of intellectual qualities. All exercises have a number of requirements:

In grades 1-2, I use intellectual and linguistic exercises, with the help of which we ensure the development of the qualities of intelligence (stability of attention, semantic memory, analytical-synthetic and abstract thinking). At the same time, children learn to compare, contrast, group by attribute, generalize, reason, prove, draw conclusions, include various types of speech: internal and external, oral and written, monologue and dialogical.
(Appendix 5)

Physical education is no exception in complex intellectual development. During the rest exercise stress combined with mental. In accordance with the task, children respond with a certain movement to the sounding linguistic unit. For example, the topic: "Stressed and unstressed vowels." I will name the words. If you hear a word in which there is only a stressed syllable, spread your arms to the sides, lean forward. If the word contains both stressed and unstressed syllables - arms along the body, tilts left and right. Forest, game, mushroom, gardens, night, fields, hedgehog, hedgehog, rook, house, sea, river, dust, needle.

I am interested in using this technique. She makes certain changes in the content and organization of the learning process. This is the introduction of additional vocabulary during vocabulary and spelling work, consolidation, repetition and generalization of the learned; an increase in the use of proverbs, sayings, phraseological phrases; inclusion in the content of lessons of various types of texts of an educational and cognitive nature; expanding the scope of work with concepts and terms. The updated teaching content helps to expand the horizons of students, deepens knowledge about the world around, favors the development of the child as a person, activates the mental activity of children, and provides an opportunity for the development of speech abilities of students.
I try to teach each lesson so that cognitive ELEs develop on it. This is the comprehension of texts, assignments; the ability to highlight the main thing, compare, distinguish and generalize, classify, model, conduct elementary analysis. I often say: think, draw a conclusion, analyze, investigate the word. In the classroom, I try to create a playful atmosphere that develops cognitive interest, relieves fatigue, allows you to retain attention, and activate students. Therefore, I use different exercises in each lesson.
I noticed that the higher the level of activity, self-organization of students, the more effective the learning process is at the final stage of the lesson. First of all, the activity and awareness of the actions of schoolchildren increases, interest in the subject increases, their intellectual and speech development intensifies, the quality of their knowledge improves significantly, and the level of literacy rises.

I believe that it is possible to develop the intellectual abilities of younger students only with the general harmonious development of the child, revealing the inclinations, inclinations, interests, therefore, the cognitive and creative abilities of younger students are formed with the simultaneous activation of their thinking and imagination.

The correct and systematic use of this methodology allows to ensure the effective development of the most important intellectual qualities of students, necessary for the successful mastering of the Russian language, and to make the educational process exciting and interesting for students.
Thus, in the process of forming the logical thinking of children of 7-10 years old, perhaps the most important thing is to teach children to make, albeit small, but their own discoveries. It is not so much the finished result that is useful, but the process of solving itself with its hypotheses, mistakes, comparisons of various ideas, assessments and discoveries, which, ultimately, can lead to personal victories in the development of the mind.

Annex 1

Methodology for the mobilizing stage
The mobilizing stage is carried out immediately after the organizational part for 3-4 minutes. The purpose of the mobilizing stage of the lesson is to engage in work.
Tasks to be solved at the mobilizing stage:
- ensure the involvement of students in educational activities
- repeat in a non-traditional form previously studied material necessary to study a new topic
- based on this material, form the topic of the lesson
The content of the mobilizing stage consists of 4 groups of special exercises, which are gradually becoming more complicated. These are exercises with toys geometric shapes, letters, words, sentences, texts. Exercises improve speech abilities, thinking and develop attention, memory, observation.
Exercises to develop visual-action thinking
1. Pronouncing aloud the names of objects or images in the presented sequence and memorizing them.
2. Implementation of the required number of permutations by the teacher
3. Reproduction by students from memory of the location of objects (images) before and after the rearrangement with an oral description of the actions.
The main content of this group of exercises is comparison, comparative analysis. For example, an exercise with 3 permutations.
S N U
U N S
Students rearrange the cards, accompanying their actions with a story (I will put the card with the letter Y in an empty pocket. In the pocket that is vacated after the letter Y, you can put a card with the letter Y. In the empty pocket where the letter Y was, we will put the letter N.) Next, the students formulate the topic of the lesson: “Compare the letters, find the extra one among them” (An extra letter H, which means the topic of the lesson is the letter N and the sounds that it denotes.) Thus, the children make up a story - a conclusion.
The development of visual-figurative thinking is carried out with letters on the playing field. Completing tasks, students mentally perform actions with letters without changing their position on the playing field, where 9 houses are conventionally depicted, connected by paths. Each house has 1 letter. The idea for this group of exercises is borrowed from A.Z Zak.
Exercises for the development of verbal and logical thinking.
Verbal and logical exercises - a specially composed text, rich in spelling on the topic studied in the lesson. Contains a task for the implementation of a logical operation - building an inference based on the comparison of judgments. The texts are given both for listening and visual perception.
The purpose of these exercises is to develop speech, verbal and logical thinking, spelling vigilance and improve attention and memory.
Tasks:
1. Finding common ground in words and building an inference. When studying the topic: "Declination of adjectives in the singular." Writing on the blackboard: new, ancient, finished, springtime, funny, long, flexible. Students need to determine what unites these words and say about the declension of which part of speech will be discussed in the lesson. (All words are adjectives in the singular. So the topic of the lesson is “Declination of adjectives in the singular.” Further, you can offer tasks related to spelling.
2. Establishing a semantic connection in words; finding common ground; grouping; the elimination of an extra word, the construction of an inference. Topic: "First declension of adjectives."
M-rkov-k-rtofel-p-m-dor
M-ryak l-snik p-satellite-
Sn-gir- -rel rook-
Grandmother -father daughters-
Students need to read the words. Write, grouping by spelling, inserting missing letters. Find the common in words (nouns, common nouns, singular). Identify unnecessary among these words and determine the declension of which nouns today's topic will be devoted to.
3. Summing up words under a concept, finding common ground, building an inference. Topic: "Declension of adjectives in the plural"
Writing on the board: Beijing, London -? (capital cities)
nightingale, canary -? (songbirds)
kind, honest -? (positive human qualities)
Match each pair of words general concept in the form of phrases or phrases. Find the general and tell about the declension of which part of speech we will speak in the lesson. (Adjectives are plural.)
4. Finding common and differences, grouping, building reasoning and inferences. Topic: "Declension of masculine and neuter adjectives." On the desk: interesting story, deep lake, literary magazine, new rule.
Determine what is written on the board, find what is common. Find the differences and tell the declension of which adjectives the topic of the lesson will be devoted to. (Neuter and masculine adjectives)
5. Finding commonality and differences, alternative grouping, construction of reasoning and inferences. Topic: "Spelling of pronouns with prepositions." On the board: (without) a rocket, () surname, (for) him, (without) you, (with) her, (to) the city), (for) victory), (to) him.
Read, divide the words into the possible number of groups with an explanation. (Nouns with a preposition, pronouns with a preposition; genitive, instrumental and dative). What are the spellings. Find an unknown spelling and formulate the topic of the lesson. (pronouns with prepositions)
6. Finding common and differences, grouping on two grounds, building judgments and conclusions. Topic: "Verb conjugation". On the board: S-dish-, s-tleesh-, cr-chish-, vl-zaesh-, zam-chaesh-, ch-rneesh-.
Read, find common (2 person verbs, present tense singular. Written with ь at the end). Divided into groups on two grounds at the same time. (with an unstressed "e" in the root and ending - you and with an unstressed "and" in the root and ending - you). What question do we have to answer in the lesson? (Why in some verbs we write the ending - you, and in others - you).
7. Finding common and differences, grouping according to 4 characteristics, building reasoning and conclusions. Topic: "Spelling not with a verb." A gentle word will melt a stone. Laziness (does not) do good.
Read, combine two according to 4 signs. (It is about hard work, there is a subject and a predicate, there are no adjectives, there is a particle not) Establish which part of speech the particle does not belong to. Formulate the topic of the lesson.
8. Finding common, identifying a language category for missing features, building reasoning and conclusions. Topic: "Spelling of unstressed case endings of adjectives" On the board: favorite city, new-school, wide-field, elder-brother, big-window, high-wall.
Read, determine the general, name the phrases in which there are no neuter and feminine adjectives; find phrases in which there are no masculine and feminine adjectives; find phrases in which there are no masculine and neuter adjectives. What is the common grammatical feature of the adjectives of the last group and the existing spelling. Formulate the topic of the lesson.

Appendix 2

The structure and method of spending minutes of calligraphy
A minute of calligraphy consists of two stages: preparatory and executive. In the preparatory stage, two parts are distinguished:
1) definition and formulation by students of the topic of a minute of calligraphy;
2) drawing up a plan of upcoming actions for writing the letter and its elements
In the first part of the preparatory stage, special exercises are used to simultaneously solve the following tasks:
 self-identification by schoolchildren of the letter intended for writing
 students' formation of the topic of a minute of calligraphy
In different periods of student learning, different
a combination of the intellectual qualities of a person to be developed, their linguistic meanings and skills.
In the first year of study, simple speech and thinking exercises are used.
1. Consider this image. What letter we will write today. She is more common than others. How many times has she been depicted.
R Y U X B
OH
R M V G R
H
P Gradually, the number of guiding installations is gradually decreasing in tasks.
2. Exercises aimed at the development of analytical-synthetic thinking and speech abilities. A series of letters: t, n, k, e, n. What letter are we going to write? Explain why?
3. Exercises where the emphasis is on the development of abstract thinking and speaking. Let's decipher this entry and define the letter.
5 3 1
D Q? (A)
4. Exercises aimed at developing speech, the ability to compare, contrast and find common ground in frequent linguistic phenomena, to abstract
B O R T
Z U B R
ABOUT
BORSCH
Compare the written words with each other. Identify the letter and explain why?
5. Exercises focused on the primary development of linguistic flair, speech, intelligence.
With the help of this letter, all the words of this scheme are formed.
TO
T M L N K D
6. Exercises for the development of speech, intuition, intelligence.
P, V, S, H, P, S, ... (Monday, Tuesday ....) In the same way, you can encrypt the names of numbers, months, make up rows of vowels or consonants in order or one, two, etc.
In the second and in subsequent grades, the development of intellectual skills continues, but at a higher level of difficulty. These exercises stimulate the development of speech, thinking using various linguistic tasks. For example, through the selection of synonyms for the words: doctor - doctor, roar - ... (crying), call - ... (cry), hurricane - ... (tornado). Or the selection of antonyms, or the use of dictionary words and cipher, etc.
Requirements for all exercises:
o From lesson to lesson, the degree of difficulty of the assignments increases.
o Exercise content is linked to Russian language topics
o Each task provides for the active speech-thinking activity of schoolchildren
The second part of the preparatory stage also requires a gradual complication of the active and conscious activity of students. Pupils preliminarily in the process of speech-thinking activity, master the order of writing letters. Determine and formulate its regularity. The pattern of recording systematically changes with a gradual increase in difficulty.
For example, / a //a///a... (regularity: lowercase a alternates with oblique straight lines that increase by one), pa, rb, pb, rg…. (pattern: lowercase p alternates with letters of the alphabet), obl, lo, obl, lbo ... (pattern: lowercase letter b is written with letters o and l, which change places in the chain link). Gradually, learners are involved in making the chain. We use the following activities:
- listening to the proposed pattern;
- independent identification of patterns;
- complete independence is the drawing up by students of the patterns of alternation of letters and its sounding.
Thus, in the process of organizing and spending minutes of calligraphy, the student's inclusion in the educational process is actively implemented, which makes it possible to ensure fruitful educational activity.
The gradual complication of tasks is accompanied by an increase in the share of children's participation in the organization of the educational process.

For example, what it looks like when you spend minutes of calligraphy.
The first option provides for the combination of finding the letter intended for writing with incomplete phonetic analysis. Words on the blackboard: nose, varnish, linen. (Read the words. Identify the letter that we will write today during a minute of calligraphy. It denotes an unpaired voiced soft consonant sound. What letter is it? In which word is it?) Students answer the two questions posed without breaking their sequence and simultaneously characterize upcoming training activities.
From lesson to lesson, tasks become more difficult due to the increase in the original words. This allows you to develop the volume and distribution of attention, concentration, observation, analysis and synthesis. For example, there are five words on the board: raccoon, tree, lighthouse, pouring, honey. It is necessary to determine the letter that we will write in calligraphy. It denotes a vowel sound that provides a soft consonant. What letter is it? What word is it in?
The second option involves searching for a letter with the simultaneous introduction of a search for objects related to the studied topics of the Russian language. For example, on the board the words: lamp, branch, flew off. The letter that we will write is located at the root of the verb and denotes an unpaired voiced soft consonant sound. What letter is it? What word is it in? The number of search objects is gradually increasing and expanding. So, when studying a verb, children can be offered a task of this kind: “Read the words: m-rshchiny, el-nik, tr-vyanoy, raz-lil, sat-zal. The letter that we will write is in the root of the feminine plural noun and denotes an unpaired voiceless, always soft sound. What letter is it? What word is it in? In the same tasks, we work on the spelling, recognize parts of speech, learn to classify and generalize with children.
The third option involves the use of searching for a letter of cipher elements, coding, etc.
The fourth option provides the need for self-formulation and performance of the assignment, providing for the definition of a letter. For example, we give instructions by orienting the children to write on the board. “If we correctly formulate and complete the task for this entry, we will recognize the letter for a minute of calligraphy.
War is peace. Dry - ... Old - .. Deep - ... Iron - ... Hard - ... This is the letter "M"
Thus, in the second year of study, a minute of calligraphy becomes a universal structural part of the lesson. During it, along with the improvement of the graphic skill, non-traditional types of phonetic parsing, parsing of words by composition are carried out, knowledge on the studied topics of the Russian language is deepened, the formation of the qualities of intelligence continues.

Appendix 3

Methods for conducting vocabulary and spelling work
The work on acquaintance with a new vocabulary word provides a conscious educational and cognitive activity of the student. There are several parts in the structure of vocabulary and spelling work:
- introduction by students of a new vocabulary word
- identifying it lexical meaning
- etymological reference
- mastering the spelling of a word
- introduction of a new vocabulary word into the active vocabulary of children
The presentation of a new vocabulary word consists in the independent definition and formulation of the topic of vocabulary and spelling work by schoolchildren. This activity is carried out with the help of a new type of complex-logical exercises, the implementation of which is aimed at the simultaneous development of the most important intellectual qualities of the child. All exercises are combined into groups, each of which has its own distinctive, characteristic features.
The first group includes exercises that involve identifying the desired word through working with its constituent letters. When they are performed, children develop stability, distribution and volume of attention, short-term voluntary memory, speech, analytical-synthetic thinking. For example, to define a new word, you need to arrange the rectangles in the order of increasing dots.

Gradually, the number of specific instructions from the teacher decreases. For example, a student can find a word if he finds a rectangle with its first letter and independently selects the sequence of the remaining letters. (Teacher)

In the educational process, exercises are introduced that provide for the complete absence of instructions. For example, KMOOORLOOVKAO
With the help of these techniques, the further improvement of the intellectual qualities of students continues. Decrease or absence of coordinating attitudes of the teacher makes children think, mobilize their intuition, will, ingenuity, observation.
The second group consists of exercises that involve working with symbols, numbers, codes. They allow you to shape abstract thinking. For example, two words are encrypted using numbers.
1st word: 3, 1, 11, 6, 12, 13, 1. (cabbage)
2nd word: 3, 1, 5, 13, 4, 7, 10, 9, 8. (potatoes)
1 2 3 4 5 6 7 8 9 10 11 12 13
A g k o r u f l e p s t
For example, assignments with partial indication of the teacher. It is necessary to carefully consider this code and the key to it: 2-3, 1-6, 2-7, 1-4, 1-3 (straw)
3 4 5 6 7 8 9 10
1 a m n o r k v u
2 c y d i l h c t
The third group includes exercises connecting the search word with the studied linguistic material. For example, consolidating knowledge of phonetics. Cross out the letters for voiceless consonants in the string and you will recognize the word.
PFBKTHESHSRCHESHZTSA (birch)
In order to improve spelling vigilance in the process of studying various topics of the course of the Russian language, you can use the following task: “Read: push out, guard-nyat, blasphemy, r-sitel, meaning, squeeze, ab-zhur, sl -worried, l-kayet. Connect the first letters of the words, in the root of which the vowel a is written, and you will recognize the word with which we will get acquainted. (railway station)
The specificity of the fourth group lies in the use of a variety of ciphers and codes. An example of an assignment for the use of knowledge in mathematics.
1 6 7 8 9
2 L V K Z
3 B A D b
4 U F M I
5 P G T O
Code 16, 36, 14, 21, 40, 27 (the numbers of the top row are multiplied by the numbers on the side) (nod)
In the fifth group of exercises, a variety of activities are combined: non-traditional phonetic analysis, partial analysis of words by composition, dividing words into syllables, spelling work, etc., during which spelling skills are improved, analytical and synthetic work is carried out, the volume and concentration of attention are developed, RAM... For example, to learn a new vocabulary word, we have to complete several tasks to identify each letter.
1. The first letter of a word is a consonant in the last syllable of the word room
2. The second letter is the last consonant at the root of the word north
3. The third letter is an unchecked unstressed vowel in breakfast
4. The fourth letter denotes the first unpaired voiced solid consonant in the word raspberry
5.The second syllable in the word oats begins with the fifth letter
6. The sixth letter is the ending in the word straw
7. The seventh letter denotes an always voiced soft consonant in the word harvest. (tram)
Further, according to the method of G.A. Bakulina. the exercises of the subsequent groups become more difficult.
Determination of the lexical meaning of words is carried out by joint search for reasoning. Used by etymological dictionary... And a new word is introduced into the active vocabulary of children through the use of proverbs, sayings, phraseological phrases or the operation of words that are not connected to each other and sweat meaning. For example, the new word is tram, and during the repetition of the studied, the words apartment, room, breakfast, raspberries, straw, oats were used. Answer options: Raspberry jam was transported in a tram. Straw and oats are scattered near the tram. Etc.
To carry out a dictionary dictation, we will select the required number of words by arranging them in pairs based on an associative connection. For example:
Cow - Milk Plant - Worker
Student - Notebook Class - Teacher
Work - Shovel Crow - Sparrow
Clothes - frost coat - skates
We pronounce each chain of two words once. Gradually, the recording order becomes more complicated. Now there are three words in the chain with the preservation of the associative connection.
Collective farm - village - milk Bear - hare - fox
City - factory - car Rooster - dog - cow
Pencil case - pencil - notebook
Then, we give chains of 3 words, where the associative connection is not traced.
Duty officer - Moscow - shovel Wind - people - surname
Saturday - tongue - berry

Appendix 4

Learning new material
To study new material in grades 1-2, a partial-search method is used - the joint search activity of the teacher and students when familiarizing themselves with a new linguistic concept or rule. In grades 3-4, the teacher is supposed to create a problem situation, study it by students and formulate their conclusion. The creation of a problematic situation involves different levels: low, medium, high. The levels of problematicity differ in the degree of generalization of the task proposed by the students for the solution, and in the degree of assistance from the teacher.
A problematic situation at a high level does not contain clues or may have one clue, on average 1-2 clues. At a low level, the role of prompts and perform questions and tasks, answering which students come to a conclusion. For example, when studying the topic “Soft sign at the end of them. noun after sizzling ”3 levels are possible.
High level. Read the words. Find the difference in their spelling. Formulate a rule.
Daughter, doctor, quiet, hut, rye, knife.
Average level. Read the word columns. Explain how they are grouped. Formulate a rule for their writing.
Daughter doctor
Quiet hut
Rye knife
Low level. Read it. Answer the questions:
- What part of speech do all words refer to?
- Determine the gender of nouns
- What are the consonants at the end of nouns?
- At the end of what nouns and in what case is a soft sign written?
To work on solving a problem situation, we determine the levels in accordance with the level of training of children.

Appendix 5

The method of consolidating the studied material
When consolidating the studied material, it is possible to purposefully form certain sets of intellectual qualities and skills of students by selecting and arranging language material in lexical and spelling exercises. Each group of tasks is aimed at improving one or another complex of intellectual qualities. There are a number of requirements for exercises:
1. All exercises are compiled on the basis of linguistic material corresponding to the studied topic in the lesson
2. Exercises should provide the student's speech-thinking activity
3. The practical application of assignments involves increasing complexity from class to class
4. In order to develop attention, all tasks are pronounced by the teacher once.
5. In the lesson, up to 50% of exercises are used, in which students formulate tasks on their own.
In grades 1-2, we use intellectual and linguistic exercises, with the help of which we ensure the development of the qualities of intelligence (stability of attention, semantic memory, analytical-synthetic and abstract thinking). At the same time, children learn to compare, contrast, group by attribute, generalize, reason, prove, draw conclusions.
Views complex exercises in grades 1-2:
Topic: "Acquaintance with the syllable."
Read, pick up the right word, justify your answer. Write words grouped according to the topic of the lesson.
water bush burrow
mole dew?
Topic: "Big letter in names, patronymics, surnames of people"
Read it. Write on a line the words that are not in the right column. Find the superfluous among them.
(M, m) arshak (P, p) oet
(P, p) oet (M, m) ichail
(A, a) lexei (B, b) orisov
(P, p) epin (C, s) ergei
(S, s) emyonov (I, i) vanov
Write the names of the patronymics and surnames of people in accordance with the code. The cipher indicates the number of syllables in words.
(L, l) ev (N, n) ikolaevich (T, t) tolstoy
(M, m) Ikhail (A, a) leksandrovich (Sh, w) olokhov
(B, b) oris (C, c) ladimirovich (Z, h) ahoder
Font: 1) 2-5-3 2) 1-5-2 3) 3-5-3
Topic: "Soft mark at the end of a word"
Read the strings of words, eliminate unnecessary ones. Underline the spelling.
1) Oak, wood, alder, poplar, birch
2) Snow, rain, precipitation, hail, frost
Topic: "Offer"
Read, give a description. Spread by adding one word at a time and repeating everything previously said. Write down the sentence from memory.
Mist descended on the city. (White mist descended on the city. White mist slowly descended on the city.)
Topic: "Words that answer the question who? What?"
Connect pairs of words that match the meaning (sofa furniture). For each word, ask a question. Write down the matched pairs.
Bream flower
Plate bird
Forty dishes
Lily of the valley fish
Topic: "Paired voiced and voiceless consonants"
Write out the words in pairs that begin with a voiced and voiceless consonant, so that they fit the meaning.
Grapes, rook, dates, jacket, cuckoo, trousers.

In grades 3-4, tasks with previously used types of exercises are complicated in order to increase the degree of influence on the quality of intelligence. This is accomplished in several ways.
1 way to increase the number of original words in the exercises. For example, the topic: "Spelling of words with a separating solid sign." Read, remember. After 1-2 minutes, the first words are closed, and the students, focusing on the second word, write down phrases. Emphasize spelling.
Edible mushroom Enter the forest
Explained the task of Raising the flag
Filming Crane
Shrunken from the cold Ate cookies
Announced the decision Rode around
2 way to increase the number of self-determined features. For example, the topic "Changing verbs by numbers". Eliminate the unnecessary one by one according to independently found signs, so that one word remains.
Sleeps, pours, bee, run, files, unites (Bee - noun, run - plural verb, etc.)

3 way translation into anticipation and use of exercises based on folklore material. Anticipation - foresight, anticipating the reflection of the surrounding reality.

Cards with the exercise "Scattered letters"
1. Two silver horses
They carry me along the glass. (Skates, ice rink)
What are the words of the answer.
Highlight three words from the puzzle with the same spelling as in the word rink.
(on glass, carry, horse)

Guess the riddle, write down the answer words.
2. There is a house in the yard,
On the chain is the master in it. (Dog, kennel)
Add the third word from the riddle to the answer words. (Master)

Guess the riddle, write down the answer words.
3. There are a lot of vegetables growing in it,
It contains vitamins all year round... (Vegetable garden, carrots)
What words from the riddle can be attached to each word of the answer?
(Vegetable garden - year, carrots - vegetables)

Cards with exercises for establishing causal relationships in pairs of words
Find a pair, write it down.
1. Honey is a bee
Egg - chicken
Wool - sheep
Milk - ?

Find a pair, write it down.
2. Butterfly - caterpillar
Frog - tadpole
Fish - eggs
Flower - ?
Underline the spelling, pick up the same root words

Find a pair, write it down.
3. Raisins - grapes
Gasoline - oil
? - paper
Underline the spelling, pick up the same root words

Exercises to sequence events in a chain of sentences
1. The clouds are gathering in the sky. Passers-by opened their umbrellas. Lightning flashed. It started to rain.
2. Bees have arrived. The result is delicious honey. The bees collected the nectar and carried it to the hives. Flowers bloomed.
3. The trunks of the apple trees are exposed. In winter, hares have little food. White hare gnaws at the bark of young apple trees in the gardens. They get sick and die.

Exercises to establish causal relationships in sentences.
1. Before eating, the raccoon washes its prey.
The raccoon was nicknamed the stripe.
2. Nettle is used to produce dye, fabrics, braids, ropes, threads.
Nettle is a plant useful for humans.
3. Rice is used not only for food, but also for the preparation of starch, glue, powder. Rice is a very important product.

Exercises to replace phrases with one close in meaning
1. To remain without food -
To be left without money -
Stay with your nose -
2. Sweep away the dust -
Sweep everything off the table -
Sweep away everything in your path -
3. Drive a car -
To drive to school
Lead by the nose -
4. Throw the ball -
Throw a line -
Cast a shadow -

Exercises to establish patterns of word selection.

1. Shishkin - Tarasova
Gennady - Jeanne
Sergeevich - Konstantinovna Cipher
Mikhailovich - Antonovna 1) Ivan - Marya
Ruslan - Lyudmila 2) Alekseevich - Dmitrievna
Serov - Ivanova 3) Smirnov - Petrova
Sidorov - Zenina
Petrovich - Ivanovna
Dmitry - Marina

2. Vegetable garden
Fast slow
Apartment - room cipher
North - East 1) school - student
Aspen - lilac 2) north - east
Top - bottom 3) bad - good
Collection - painting
Oats - Wheat
Left - right

Exercises to find equivalent concepts
1. Heavenly luminary with-nce
A person of the same age as anyone else.
The most important human organ is the heart
Day of joy and celebration about something holiday
Water or marsh plant cable-nick

2. Blizzard pack
Small northern taiga loach bird
Climbing herb blizzard
Packed luggage carried on the back of an animal bindweed
Small, very mobile finch fish

3. Golden hands of a cowardly man
Light head clever man
Free bird free man
A timid dozen skillful people
Soap bubble insignificant person
Desperate swashbuckling man's head

Exercises for the selection of concepts according to the degree of their generalization
Ax, hammer -?
Pen-pencil - ?

Hockey, football -?
Tennis, chess -?

Crow, sparrow -?
Swallow, rook -?

Fur coat, mittens -?
T-shirt, pajamas -?

Exercises to identify similarities and differences
Objects and phenomena of the surrounding world have similarities and differences. The similarities and differences of objects are reflected in their characteristics. The most important signs of objects are reflected in the concept.

Examples of tasks.
Match the generic term to the following words:
Pike - …
Linden - …
chamomile - …
Indicate the whole of which:
pocket - ...
wing - ...
fin - ...
In these rows of words, underline the concepts that are in relation to the opposite:
Ash, branches, tree, maple, leaf (ash, maple).
Milk, bottle, shop, butter, seller (milk, butter).
Horizon, north, compass, east, arrow (north, east).
Pick up the opposite concepts:
big - …
light - …
joy -…
For the following words, pick up concepts that are in relation to the sequence:
February - …
Tuesday - …
first - …
evening - ...
To the proposed concepts, pick up two more that are in functional relations with him:
spoon -… (silver, available).
paper -… (white, write).
doctor -… (for children, to treat).
The form of generalizing activity of schoolchildren at different levels of education does not remain constant. At first, it is usually built on an external analogy, then it is based on the classification of features related to the external properties and qualities of objects, and, finally, students move on to systematize essential features.
Get a new word by changing the first one to one letter:
Attach the horns to the goat (horns - goat) horns - rose - goat.
Bring the cat to the cheese (cat - cheese) cat - lump - catfish - sor - cheese.
Find the right word:
bed - lie down, chair - ...
raspberry - berry, nine - ...
a person is a child, a dog is ...
Say in one word:
hang up your ears - ...
bite your tongue - ...
beat your thumbs - ...
From each word, take only the first syllables, make up a new word:
ear, rose, cotton wool - ...
bark, loto, boxer - ...
ram, wound, can - ...
Come up with a sentence (short story) where all words begin with one letter.
For example: Chairman Pakhom raced across a dusty field.

Exercises are carried out at different stages of the lesson.
A minute of calligraphy.
1) Raccoon mesh hedgehog pencil case
-determine the letter, it is in each of these words and can divide them into two equal groups.
2) Sourdough meaty undergone
-determine the letter that is at the root of each word.
3) Children's cane messenger ladder terrain difficult
-determine the letter, it denotes the same spelling in all nouns of the given series.
4) Praz ... nickname st ... faces ser ... tse ur ... zhai h ... nil s ... tank n ... zina star ... ny l ... tso
- name the letters, with their help you can divide these words into equal groups.

Dictionary and spelling work.
1) Sliver dinner washer trumpeter
-define a new word. It has a paired voiced, always solid hissing consonant sound.

2) B ... r ... yes n ... kind of willows ... lie b ... rba ug..sanie
l ... pata claim ... rka og ... vorka t ... rgvlya eg ... for
to ... sa cr ... sitel atm ... sphere
- connect the first letters of nouns of 1 declension, in the root of which the vowel o is written and name a new word.
3) shop-buyers
theater audience
transport- ?
- define a semantic connection and name a new word.

Work with text.
1) Read parts of the text. Arrange them in the correct order. Formulate your task for the compiled text and complete it.
Later, people n ... learned to cook (from) beets sakh ... r. I sold it (in) pharmacies as medicine. He was very d ... r ... goy.
(In) ancient times, people did not know what sugar is. They ate my…. they drank weak ... cue juice of maple, linden, h ... th (with) beet slices.
(In) India, (in) Cuba, they get ... they get this sweetness (from) the sugar rope ... nick. It has a weak ... stalk. They cut the cable ... nicks, br ... put (in) the boiler and boil it (on) the fire. Sugar crystals are obtained.

2) Read the text. Identify its main idea and title. Choose a proverb that suits the main idea of the text and enter it into the text.
In ... the dreaming birds come ... they melt from the ... (In) the damp gloom of the mists they lose d ... horn, sharp rocks are broken (about). M ... rsky storms break their feathers, knock down their wings. Birds mind .. scream (from) cold and cold, perish (from) predators, fall (under) shots of hunters. Nothing stops the winged pilgrims. Through all the obstacles they l ... they (to) the Motherland, to their nests.

Proverbs:
To live - to serve the Motherland.
The beloved homeland is the dear mother.
Everyone has their own side.
Spring is not red on a foreign land.

Used Books
1. Bakulina G.A. Intellectual development of junior schoolchildren at the lessons of the Russian language - M. "Humanitarian publishing center VLADOS", 1999
2. Bakulina G.A. The use of intellectual and linguistic exercises in the lessons of the Russian language // Primary school №1. 2003 p. 32.
3. Vakhrusheva L.N. The problem of children's intellectual readiness for cognitive activity in primary school // Primary school №4. 2006 S 63.
4. Volina V.V. Learning by playing - M. "New School" 1994
5. Zhukova Z. P. Development of intellectual abilities of junior schoolchildren during the game // Primary school No. 5. 2006, from 30
6. Zak A.Z. The development of the mental abilities of younger students. - M., 1999
7. Obukhova E.A. Verbal and logical exercises in the lessons of the Russian language // Primary school No. 4. 2006, p. 32.
8. Simanovsky A.E. Development of creative thinking in children. - Yaroslavl, 1998
9. Stolyarenko L.D. Fundamentals of Psychology. - Rosto-on-Don, 1999.
10. Tikhomirova L.F. The development of the cognitive abilities of schoolchildren. - Yaroslavl, 2002
11. Tikhomirova L.F. Exercises for every day: logic for younger students. - Yaroslavl, 1998
12. Teplyakov S.O. Intellectual development // Primary school No. 4. 2006, p. 36.

Universal learning activities

New social demands of society determine the goals of education as general cultural, personal and cognitive development of students, providing such a key competence of education as "teaching to learn". The problem of independent successful assimilation of new knowledge, skills and competencies, including the ability to learn, is acutely faced by the school and currently remains relevant. Great opportunities for this are provided by the development of universal educational actions (ULE). That is why the "Planned Outcomes" of the Second Generation Education Standards (FSES) determine not only subject, but meta-subject and personal results.

A huge role in the educational process is played by the formation of cognitive universal educational actions... However, a discussion of the concept and the role of UUD formation is inconceivable without identifying the meaning of the term "universal educational actions".

In its broadest sense, the term "universal learning action" means the ability to learn, ie. the ability for self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower sense, this term can be defined as a set of methods of a student's actions that ensure his ability to independently assimilate new knowledge and skills, including the organization of this process. The formation of universal educational actions in the educational process is carried out in the context of the assimilation of various academic disciplines. Each academic subject, depending on the subject content and methods of organizing the educational activities of students, reveals certain possibilities for the formation of UUD.

The formation of universal educational actions in the educational process is carried out in the context of the assimilation of various academic disciplines.

Each academic subject, depending on the subject content and methods of organizing the educational activities of students, reveals certain possibilities for the formation of UUD.

The universal nature of educational actions is manifested in the fact that:

they are of a suprasubject, metasubject nature;
ensure the integrity of general cultural, personal and cognitive development;
ensure the continuity of all stages of the educational process;
are the basis for the organization and regulation of any student's activity, regardless of its special-subject content.

Currently, there are several classifications of universal educational activities. However, the key classification is shown in the figure below.

Personal universal learning activities provide value and semantic orientation of students and orientation in social roles and interpersonal relationships. With regard to educational activities, two types of actions should be distinguished:

the action of meaning formation, that is, the establishment by students of a connection between the goal of educational activity and its motive, in other words, between the result of learning, and what prompts the activity, for the sake of which it is carried out. The student should ask the question "what meaning, meaning does the teaching have for me", and be able to find the answer to it.
the action of moral and ethical assessment of the assimilated content, based on social and personal values, providing a personal moral choice. "

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

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

Extremely important in today's environment communicative universal learning activities... They are based on communicative competence. The primary component of communicative competence is the ability to establish and maintain the necessary contacts with other people, satisfactory mastery of certain norms of communication and behavior, and mastery of the "technique" of communication.

Cognitive Universal Learning Activities Is a system of methods of cognizing the surrounding world, building an independent process of search, research and a set of operations for processing, systematizing, generalizing and using the information received.

Aimed at providing specific ways to transform educational material. Separately, it should be highlighted the fact that they represent the actions of modeling and performing the functions of displaying educational material, highlighting the essential, breaking away from specific situational meanings and forming generalized knowledge. In a number of works on the problem of the formation of UUD sign-symbolic universal educational actions are among the cognitive UUD, but you can regularly find work where sign-symbolic universal educational actions are treated as a separate category.

Functions of universal learning activities

Cognitive universal learning activities

In modern pedagogical science under cognitive universal learning activities This implies a pedagogically grounded system of ways of knowing the world around, building an independent search process, research and a set of operations for processing, systematizing, generalizing and using the information received.

Cognitive UUDs include the following:

general educational,
logical actions,
actions of posing and solving problems.

Let's consider each category separately. So, general educational universal actions:

independent selection and formulation of a cognitive goal;
search and selection of the necessary information;
application of information retrieval methods, including with the help of computer tools;
structuring knowledge;
conscious and arbitrary construction of a speech utterance in oral and written form;
selection of the most effective ways to solve problems, depending on specific conditions;
reflection of methods and conditions of action, control and assessment of the process and results of activity;
semantic reading;
understanding and adequate assessment of the language of the media;
statement and formulation of the problem, independent creation of algorithms for activities in solving problems of a creative and exploratory nature.

Cognitive actions are also an essential resource for achieving success and have an impact both on the effectiveness of the activity and communication itself, and on self-esteem, meaning formation and self-determination of the student.

Stages of the formation of cognitive educational actions

The formation of cognitive universal educational actions occurs in several stages. These stages correspond to scientifically grounded stages in the formation of universal educational activities in general. According to the theory of the planned step-by-step formation of actions and concepts of P. Ya. Halperin, the subject of formation should be actions understood as ways of solving a certain class of problems. To do this, it is necessary to single out a system of conditions, the consideration of which not only ensures, but even "forces" the student to act correctly and only correctly, in the required form and with the specified indicators. This system includes three subsystems:

conditions that ensure the construction and correct implementation by the student of a new mode of action;
conditions that ensure "working off", that is, the education of the desired properties of the mode of action;
conditions that make it possible to confidently and fully transfer the performance of an action from the external objective form to the mental plane.

There are six stages of action interiorization. At the first stage, assimilation begins with the creation of a motivational basis for the action, when the student's attitude to the goals and objectives of the assimilated action, to the content of the material on which it is worked out, is laid. This attitude may change in the future, but the role of the initial motivation for assimilation in general is very great.

The need for a material representation of the scheme of the orienting basis of the action, as well as the material form of the action, disappears. Its content is fully reflected in speech, which begins to act as the main support for the emerging action.

At the fifth stage, a further transformation of the action takes place - a gradual reduction of the external, sound side of speech, the main content of the action is transferred to the internal, mental plane. At the sixth stage, the action takes place in latent speech and takes the form of its own mental action.

Planned results of the formation of universal educational activities.

Types of universal learning activities	Characteristic
Cognitive Universal Learning Activities reflecting the methods of cognition of the surrounding world	to distinguish between methods of cognition of the surrounding world according to its goals; to identify the features of different objects in the process of their examination (observation); analyze the results of experiments, elementary research; record their results; reproduce from memory the information necessary for solving an educational problem; check information, find additional information using reference books; apply tables, diagrams, models to obtain information; present the prepared information in a visual and verbal form;
Cognitive Universal Learning Activities shaping mental operations	compare various objects: select from the set one or more objects that have common properties; compare the characteristics of objects according to one (several) characteristics; identify the similarities and differences of objects; to highlight the general and the particular, the whole and the part, the general and the different in the objects under study; classify objects; give examples to prove the points made; establish causal relationships and relationships between objects, their position in space and time; perform educational tasks that do not have an unambiguous solution
Cognitive Universal Learning Activities shaping search and research activities	make assumptions discuss problematic issues, make a plan for a simple experiment; choose a solution from several proposed, briefly justify the choice; identify the known and the unknown; transform models in accordance with the content of the educational material and the set educational goal; simulate different relationships between objects the surrounding world, taking into account their specifics; explore your own non-standard solutions; transform an object: improvise, change, creatively alter.

Types of universal learning activities

Characteristic

Cognitive Universal Learning Activities reflecting the methods of cognition of the surrounding world

to distinguish between methods of cognition of the surrounding world according to its goals;

to identify the features of different objects in the process of their examination (observation);

analyze the results of experiments, elementary research;

record their results;

reproduce from memory the information necessary for solving an educational problem;

check information, find additional information using reference books;

apply tables, diagrams, models to obtain information;

present the prepared information in a visual and verbal form;

Cognitive Universal Learning Activities shaping mental operations

compare various objects: select from the set one or more objects that have common properties;

compare the characteristics of objects according to one (several) characteristics;

identify the similarities and differences of objects;

to highlight the general and the particular, the whole and the part, the general and the different in the objects under study;

classify objects;

give examples to prove the points made;

establish causal relationships and relationships between objects, their position in space and time;

perform educational tasks that do not have an unambiguous solution

Cognitive Universal Learning Activities shaping search and research activities

make assumptions

discuss problematic issues,

make a plan for a simple experiment;

choose a solution from several proposed, briefly

justify the choice;

identify the known and the unknown;

transform models in accordance with the content of the educational material and the set educational goal;

simulate different relationships between objects

the surrounding world, taking into account their specifics;

explore your own non-standard solutions;

transform an object: improvise, change, creatively alter.

The importance of the development of cognitive universal educational actions

The strategic direction of optimizing the system of primary general education is the formation of universal educational actions that ensure the readiness and ability of the child to master the competence "to be able to learn". The theoretical-methodological and scientific-methodological basis of the UUD Development Program is the cultural-historical system-activity approach.

Formation of universal educational actions acts as a necessary condition for ensuring the continuity of the child's transition from primary education and the success of his education in primary school. Organization of educational cooperation and joint educational activities, use project forms, problem learning of an individually differentiated approach, information and communication technologies are essential conditions for increasing the developmental potential of educational programs. Indicators of the formation of cognitive universal educational actions

logical operations;
determining the number of words in a sentence;
taking into account the position of the interlocutor;
the ability to negotiate, argue;
mutual control, mutual verification.

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