Systematic - activity approach - the basis of the Federal State Educational Standard

The report of the international commission on education for the 21st century, chaired by Jacques Delors, "Education: a hidden treasure" formulated "4 pillars on which education is based: learning to know, learning to do, learning to live together, learning to be." learning to know student skill daily construct your own knowledge, combining internal and external elements. Learn to do - emphasis on practical application of what has been learned. Learn to live together updates ability to refuse any discrimination, when all have equal opportunities develop yourself, your family and your community. The ability to be focus on the skills an individual needs to developing your potential. All these features formed the basis of the new GEF.

The basis of the Federal State Educational Standard is a system-activity approach, and the mechanism for the development of a student's personality is the formation of a system of universal learning activities (UUD), which ensures the development of the ability and willingness to learn. Thus, we are talking about an important component of the quality of the result of education - the competence of a person capable of living in constantly changing conditions.

The system-activity approach is the basis of the Federal State Educational Standards

The system-activity approach is based on the theoretical provisions of the concept of L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, P.Ya. educational activities students, taking into account the general patterns of ontogenetic age development children and teenagers.

What is a systems-activity approach (SAP)? You can draw an analogy: a light green scarf ( light coloured - one feature, green - another). Consistency how quality of activity. activity how quality of approach to education and management.

The main idea of ​​the system-activity approach is that new knowledge is not given in ready-made. Children "discover" them themselves in the process of independent research activities

System-activity approach - This is the organization of the educational process, in which the main place is given to active and versatile, to the maximum extent independent cognitive activity of the student. The key points of the activity approach is the gradual departure from informational reproductive knowledge to knowledge of action. In the system-activity approach, the category of "activity" is considered as a kind of system. "Any activity carried out by its subject includes a goal, a means, the process of transformation itself and its result" .. According to the psychologist A.N. Leontiev, activity - it is a specifically human form of an active relationship to the surrounding world, the content of which is an expedient change and transformation of reality.

Learning activities - independent student activities for assimilation knowledge, skills and abilities in which he changes and these changes is aware

Activity - what is its essence?

Activity is always a goal-oriented system, a system aimed at results. Modern scientists identify interconnected structural elements of activity as a system.

There are different definitions of the activity structure, but we adhere to the methodological version of the activity theory (L.G. Peterson.)

It's on the slide:

Thus, only in full cycle of components can be considered an activity that has taken place, and this is what consistency as a quality of activity.

Lesson - what is the structure? What is the difference between a lesson with SDP and a traditional lesson?

An activity lesson is a system of actions aimed at achieving a result.

AT himself general view The structure of the activity lesson looks like this:

Start(actualization of knowledge, problem, goal)

Main part(mastery of knowledge and development of UUD)

Outcome(result, evaluation, reflection, perspective).

Technology - what is the difference between traditional and systemic activity approaches? What technologies are active?

The slide clearly shows the difference between the traditional and systemic-activity approaches from the point of view of using teaching technologies: if in the traditional approach the teacher, by defining knowledge and skills, forms knowledge and skills through the teaching methodology, then with the SDP, the teacher, by defining knowledge and skills, through the use of modern technologies learning comes to the development of the personality of the child.

The most effective technology for the implementation of SDP is activity method technology. The characteristic feature of this technology is the ability of the student to design the upcoming activity to be its subject.

The technology of the activity method involves 9 consecutive steps in the lesson, but the most important from the position learning activities is the stage of constructing a project for getting out of a difficulty, when students put goal, choose way, build plan achieving the goal; define means, resources and time, agree topic lesson. That's what it is educational activity and its structural elements in system.

At all lessons in the initial link is used problem-dialogic technology (author E.L. Melnikova), which gives a detailed answer to the question of how to teach schoolchildren to pose and solve problems. In accordance with this technology, at the lesson of introducing new knowledge, two links should be worked out: the formulation of an educational problem and the search for its solution. Formulation of the problem - this is the stage of formulating the topic of the lesson or question for research. Finding a Solution- the stage of formulating new knowledge. The problem statement and the search for a solution are carried out by students in the course of a dialogue specially built by the teacher. -

So what is the essence of the SDP? (The system-activity approach is the formation ability to act knowledgeably )

What do you think is the most difficult GEF subject?

According to the compilers of the Federal State Educational Standard, this is a teacher. The school will not change from the appearance of new textbooks, programs, concepts, and even new standards. There is no doubt that the basis of all foundations is the teacher, his personality, way of thinking. One of the main conditions for the implementation of the system-activity approach is personal position and professional training teachers, his readiness to master the standards of the new generation.

Let's recall the indicators of a teacher's possession of a system-activity approach in teaching (they are indicated on the slide).

Indicators of the teacher's possession of a system-activity approach in teaching:

Has a humanistic stance towards every child - adoption of the GEF concept

Systematically sees the subject course in the hierarchy of intra-subject and inter-subject connections and relationships - development of subject competence

Designs the goals of the course, the topic of the lesson, based on personal, meta-subject and subject results - formation of UUD

Creates a motivational-target space of lessons based on the development of personal needs of students - formation of UUD

Organizes search, project, problem activities of children - GEF technologies

Organizes educational cooperation of children in solving educational problems on the basis of democratic communication - the use of various forms of organization of cognitive activity of students

Organizes self-control and self-assessment by students of their activities in accordance with the developed criteria - assessment technology

Owns ways of organizing reflection, authentic forms of evaluation - training in self- and mutual assessment skills

Performs self-analysis pedagogical activity from the standpoint of achieving personal, meta-subject and subject results - formation of skills of analysis and introspection of the lesson.

Hence the requirements for the modern teacher.

Thus, what is required of a modern teacher?

one). Acceptance of the concept of the Federal State Educational Standard, readiness to change the style of work (self-assessment of readiness to accept the concept of the Federal State Educational Standard).

2). Acquisition of the theoretical foundations of the Federal State Educational Standard (teacher councils, seminars)

3). Changes in pedagogical activity (practice-oriented forms of methodical work).

four). Continuity of education (not only PC, but also self-education).

These requirements determined the tasks and areas of work on methodological support for the implementation of the Federal State Educational Standard.

- What do you think, what a beautiful sight in the world?

(According to great sage Confucius , the most beautiful sight is the sight of a child walking confidently down the road of life after you have shown him the way.)

- show the way – this is how the function of the teacher changes: it is no longer teaching, but accompanying the educational process

The function of the teacher in the activity approach manifests itself in activities management of the learning process. As L.S. Vygotsky figuratively noted, “the teacher should be the rails along which the cars move freely and independently, receiving from them only the direction of their own movement.” So the main task is train the teacher so that, figuratively speaking, it ceases to be the most difficult subject of the Federal State Educational Standard.

It is known that ordinary knowledge is useless, but if knowledge is obtained in the process of independent mental revelation, then it becomes a joyful achievement of a person.

Conclusion.

So, the system-activity approach is really coming into education today. In conclusion, let me recall the words of Alexei Nikolaevich Leontiev. He said that the grief of our education lies in the fact that in our education there is an impoverishment of the soul when enriched with information. Pedagogical disease - when students receive ready-made knowledge, pedagogical success - when schoolchildren have a keen interest in learning, a desire to act.

The system-activity approach is aimed at the development of the individual, at the formation of civic identity, indicates and helps to track the value orientations that are built into the new generation of standards. Russian education. And it is precisely for us, modern teachers, that it is necessary not only to understand, but also to act. We only need to remember the parting words of William A. Ward: “To the goal four steps:

plan purposefully,

get ready prayerfully,

act positively and

seek relentlessly."

System-activity approach in teaching

The school today is rapidly changing, trying to keep up with the times. The main change in society, which also affects the situation in education, is the acceleration of the pace of development. Which meansthe school must prepare its students for a life that it does not yet know about. Therefore, today it is important not so much to give the child as much knowledge as possible, butto ensure its general cultural, personal and cognitive development, to equip it with such an important skill as the ability to learn.In fact, this is the main task of the new educational standards, which are designed to realize the developing potential of general secondary education.

To implement innovative changes associated with the transition to the second generation of the Federal State Educational Standard, each teacher must comprehend the ways of developing education, determine the prospects and priority areas development of their professional activities, adjust the goals, begin experimental verification of conceptual ideas, reflecting the results of their activities and the activities of students.

A comparative study of graduates of higher educational institutions of the post-Soviet and Western countries, conducted by the World Bank in 2006, showed that students from the post-Soviet countries show very high results (9–10 points) in the knowledge and understanding criteria, and very low scores in criteria "application of knowledge in practice", "analysis", "synthesis", "assessment" (1–2 points). And students from developed Western countries showed diametrically opposite results: they showed a high degree of development of analysis, synthesis skills, a high level of decision-making skills with a relatively low level of the “knowledge” indicator. Such results show the failure of the modern structure and content of general education.

Today, the main goal of education is not the transfer of knowledge and social experience, but the development of the student's personality, his ability to independently set learning goals, design ways to implement them, control and evaluate his achievements, in other words, the formation of the ability to learn. The development of new standards is based onsystem-activity approach .

The transition to a learning model based on an activity approach involves a change in the teaching methodology itself. The modern learning process should be carried out according to the following scheme:

- students planning their activities in the lesson

– their choice of sources of information

- mastering and appropriation of new knowledge in the process of independent activity with these sources

– self-analysis by schoolchildren of the results of work.

Thus, the role of the teacher changes: the teacher acts as the organizer of the children's activities. New standards cancel the "minimum knowledge" and introduce the concept of social order. The education system is now focused on the education of civic, democratic and patriotic convictions. But the most difficult thing today is the restructuring of the teacher's consciousness, who needs to master new professional skills in designing the educational process based on developing technologies.

Chinese wisdom says: "I hear - I forget, I see - I remember, I do - I assimilate." In the system-activity approach, the category of "activity" occupies one of the key places, and the activity itself is considered as a kind of system.
In order for students' knowledge to be the result of their own searches, it is necessary to organize these searches, manage students, and develop their cognitive activity.

New goals are being set for primary education. We often hear: "The one who wants to learn is a good student." And many teachers say: "Give us those who want to learn - we will teach them everything." But according to psychologists, among those entering school, 50% already do not want to study, and among those 50% who had this craving for knowledge at the entrance, in the first half of the year, by December, it drops to 30%.
It should be noted that the guys not only do not want to study. They do not want to study the way they are offered to do in most educational institutions. From this follow the new goals of education, which is based onsystem-activity approach.

The activity approach to life in general and to learning in particular is a significant achievement of psychology. The famous psychologist Leontiev said that human life is "a system of successive activities." The learning process as the transfer of information from teacher to student, according to psychologists, contradicts the very nature of man - only through his own activity, everyone learns the world. The discrepancy between the activities dictated by nature and the one that is being required to be performed at school gives rise to an urgent social problem: the unpreparedness of graduates for independent life and work.

The famous Russian teacher K.D. Ushinsky noted:“It is necessary that children, if possible, study independently, and the teacher directs this independent process and provides material for it”. These words exactly reflect the essence of the modern lesson, which is based on the principle of a system-activity approach. The teacher is called upon to carry out covert management of the learning process, to be the inspirer of students.

Activity approach is an approach to organizing the learning process, in which the problem of student self-determination in the learning process comes to the fore.

The purpose of the activity approach is the upbringing of the personality of the child as a subject of life.

To be a subject is to be the master of your activity:
- set goals

- to solve problems,

- be responsible for the results.

The concept of a system-activity approach was introduced in 1985 as a special kind of concept. Even then, scientists tried to remove the contradictions within domestic psychological science between the systematic approach, which was developed in the studies of the classics of our domestic science (such as B.G. Ananiev, B.F. Lomov and a number of researchers), and the activity approach, which has always been systemic. (it was developed by L.S. Vygotsky, L.V. Zankov, A.R. Luria, D.B. Elkonin, V.V. Davydov and many other researchers).

The system-activity approach is an attempt to combine these approaches.

What does "activity" mean? Activity is always a goal-oriented system aimed at results.
We all remember the old parable about how the wise man came to the poor and said: “I see you are hungry. Let me give you a fish to satisfy your hunger.” But the parable says: you don't have to give a fish, you have to teach how to catch it. The standard of the new generation is the standard that helps to teach how to learn, teach how to "fish", and thereby master the universal learning activities.
The originality and significance of educational activities that the child changes himself. This means that the younger student is not indifferent to the activities he is engaged in, he realizes the importance of gaining knowledge, knows how to raise problematic questions and find ways to solve them, analyzes his activities, evaluates successes, determines the causes of mistakes and failures.
Any activity begins with setting a goal that is personally significant for students, when this goal is “assigned” by the student, he can understand and formulate the task. In order for students to have a cognitive interest, it is necessary to confront them with a “surmountable difficulty”, that is, to create a problem situation, the solution of which will require the implementation of educational actions.

System of didactic principles.
The implementation of the system-activity method technology in practical teaching is provided next system didactic principles:
1) Operation principle - lies in the fact that the student, receiving knowledge not in a finished form, but obtaining it himself, is aware of the content and forms of his educational activity, understands and accepts the system of its norms, actively participates in their improvement, which contributes to the active successful formation of his general cultural and activity abilities, general educational skills.
2) Continuity principle - means continuity between all levels and stages of education at the level of technology, content and methods, taking into account age psychological features development of children.
3) The principle of integrity - involves the formation by students of a generalized systemic understanding of the world (nature, society, oneself, the sociocultural world and the world of activity, the role and place of each science in the system of sciences).
4) Minimax principle - consists in the following: the school must offer the student the opportunity to master the content of education at the maximum level for him (determined by the zone of proximal development of the age group) and at the same time ensure its assimilation at the level of a socially safe minimum (state standard of knowledge).
5) The principle of psychological comfort - involves the removal of all stress-forming factors of the educational process, the creation of a friendly atmosphere at school and in the classroom, focused on the implementation of the ideas of pedagogy of cooperation, the development of dialogue forms of communication.
6) The principle of variability - involves the formation of students' abilities for a systematic enumeration of options and adequate decision-making in situations of choice.
7) The principle of creativity - means the maximum orientation towards creativity in the educational process, the acquisition by students own experience creative activity.

The presented system of didactic principles ensures the transfer of the cultural values ​​of society to children in accordance with the basic didactic requirements of the traditional school (principles of visibility, accessibility, continuity, activity, conscious assimilation of knowledge, scientific character, etc.). The developed didactic system does not reject traditional didactics, but continues and develops it in the direction of realizing modern educational goals. At the same time, it is a self-regulating mechanism for multi-level education, providing the opportunity for each child to choose an individual educational trajectory; subject to guaranteed achievement of a socially safe minimum.
The didactic principles formulated above set a system of necessary and sufficient conditions for organizing a continuous learning process in the activity paradigm of education.
At the same time, such popular last years in education, approaches such as competence-based, student-centered, etc., not only do not contradict, but are partly “absorbed”, combined with a system-activity approach to designing, organizing and evaluating the results of education.

The system-activity approach assumes:
- education and development of personality traits that meet the requirements of the information society, innovative economy, the tasks of building a democratic civil society based on tolerance, dialogue of cultures and respect for the multinational, multicultural and multi-confessional composition of Russian society;
- transition to a strategy of social design and construction in the education system based on the development of the content and technologies of education that determine the ways and means of achieving the socially desired level (result) of personal and cognitive development students;
- orientation to the results of education as a backbone component of the Standard, where the development of the student's personality on the basis of the assimilation of universal educational activities, knowledge and development of the world is the goal and main result of education;
- recognition of the decisive role of the content of education and ways of organizing educational activities and educational cooperation in achieving the goals of personal, social and cognitive development of students;
- taking into account the individual age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication to determine the goals of education and upbringing and ways to achieve them;
- ensuring the continuity of preschool, primary general, basic and secondary (complete) general education;
- a variety of individual educational trajectories and individual development of each student (including gifted children and children with disabilities), ensuring the growth of creativity, cognitive motives, enrichment of forms of educational cooperation and expansion of the zone of proximal development.

The system-activity approach ensures the achievement of the planned results of the development of the main educational program primary general education and creates the basis for the independent successful assimilation of new knowledge, skills, competencies, types and methods of activity by students.

Every time we draft another lesson, we ask ourselves the same questions:

A) how to formulate the objectives of the lesson and ensure their achievement;
B) what educational material to choose and what didactic processing to subject it to;
C) what methods and means of training to choose;
D) how to organize their own activities and the activities of students;
E) how to make the interaction of all components lead to a system of knowledge, skills and abilities.

Much depends on the talent and skill of the teacher, his ability to organize "search" in the classroom, the ability to manage, and not coach.
Therefore, teachers need to master pedagogical technologies that can be used to implement new requirements.

British politicianWilliam Ward said:“A mediocre teacher expounds. A good teacher explains. Outstanding teacher shows. A great teacher inspires."

At the end of my speech, I would like to note that the system-activity approach in education is not just a set of educational technologies, methods and techniques, it is a kind of philosophy of the new education system, which allows the teacher to create, search, become, in collaboration with students, the master of his own work, to work for high results, to form universal learning activities for students - and, consequently, to prepare them for continuing education and for life in constantly changing conditions.

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

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

slide number 1

Description of the slide:

What is a system-activity approach in education? The development of a person's personality is the development of the "man - the world" system. In this process, a person, a personality acts as an active creative principle. Interacting with the world, he builds himself. Actively acting in the world, in this way he determines himself in the system of life relations, his self-development and self-actualization of his personality take place. Through activity and in the process of activity, a person becomes himself. So the process of learning is the process of the student's activity, aimed at the formation of his consciousness and his personality as a whole. That's what a "system-activity" approach in education is!

slide number 2

Description of the slide:

The main idea of ​​the system-activity approach Its main idea is that new knowledge is not given in finished form. Children "discover" them themselves in the process of independent research activities. They become little scientists doing their own thing. own discovery. The task of the teacher when introducing new material is not to explain everything visually and easily, show and tell. The teacher must organize the research work of the children so that they themselves think of solving the problem of the lesson and explain themselves how to act in the new conditions.

slide number 3

Description of the slide:

slide number 4

Description of the slide:

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

slide number 5

Description of the slide:

The structure of the lesson in the technology of a systematic activity approach 1. Organizational moment. Purpose: the inclusion of students in activities on a personal- significant level. "I want because I can." II. Knowledge update. Purpose: repetition of the studied material necessary for the "discovery of new knowledge", and the identification of difficulties in the individual activity of each student. III. staging learning task. Purpose: discussion of difficulties (“Why are there difficulties?”, “What do we not know yet?”); pronouncing the purpose of the lesson in the form of a question to be answered, or in the form of a lesson topic

slide number 6

Description of the slide:

IV. Discovery of new knowledge, construction of a project for getting out of a difficulty. Purpose: solution of oral problems and discussion of the draft decision V. Primary consolidation. Purpose: pronunciation of new knowledge, recording in the form of a reference signal VI. Independent work with self-test according to the standard. Self-analysis and self-control Purpose: everyone must conclude for himself that he already knows how. VII.Inclusion of new knowledge in the knowledge system and repetition. VIII.Reflection of activity (the result of the lesson). Purpose: students' awareness of their SD (learning activity), self-assessment of the results of their own and the whole class

slide number 7

Description of the slide:

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

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Description of the slide:

7. The teacher seeks understanding educational material by all students using special tricks. 8. The teacher strives to evaluate the real progress of each student, encourages and supports minimal progress. 9. The teacher specifically plans the communicative tasks of the lesson. 10. The teacher accepts and encourages, expressed by the student, his own position, a different opinion, teaches the correct forms of their expression. 11. Style, tone of relationships, set in the lesson, create an atmosphere of cooperation, co-creation, psychological comfort. 12. At the lesson, a deep personal impact "teacher - student" is carried out (through relationships, joint activities)

Description of the slide:

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

slide number 11

Description of the slide:

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

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

(short description work experience)

"The only way that leads
to knowledge is an activity"

B. Show

INTRODUCTION

The school today is rapidly changing, trying to keep up with the times. The main change in society, which also affects the situation in education, is the acceleration of the pace of development. Today, in the context of the transition of Russian education to federal state educational standards of the second generation, a change in the educational paradigm is taking place, which will affect all components of the education system.

Traditional education is focused on the formation of a certain amount of knowledge of students. However, at present, quite often one has to deal with functional illiteracy - the phenomena of a person's non-application of the necessary knowledge in specific life situations. A weak practical and humanitarian orientation of school knowledge is revealed.

The contradictions of the education system

In life, we constantly have to solve problems!	Does the school teach this?
Life putsus into a situation of difficulty. We We formulate the goal: “What do we want to achieve?” We We consider possible solutions, determine whether there is enough knowledge and skills. We trying to solve the problem (acquiring new knowledge if necessary) Having received the result,we compare it to the target. We conclude whether we have achieved our goal or not.	Structure of a traditional lesson 1. Teacher checks d / z students 2. Teacher announces new theme 3. Teacher explains a new topic 4. Teacher organizes the consolidation of knowledge by students

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

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

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

As a result, favorable didactic conditions are created. But the problem is that students are overloaded with training sessions, in connection with this, the volume of perceived educational information, it affects the quality of the performance. An analysis of academic performance in recent years has shown that qualitative academic performance is declining in the middle link. There was a contradiction between the activities of students in the lesson and the effectiveness of the subject.

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

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

Tasks:

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

2. To identify the possibilities of applying the system-activity approach in school courses in geography and biology.

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

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

5. Develop tasks to fulfill the level of creative thinking, incl. problematic, choose relevant topics for projects

6. Form diagnostic tools for evaluating the productivity of the use of educational technologies.

ACTIVITY LEARNING SYSTEM

System approach as a general scientific method

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

On the present stage development of science, the theoretical development of the system approach and its use as a method are already so wide that we can talk about a general scientific "system movement" that has a number of directions.

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

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

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

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

Speaking ofcorrelation of systemic and activity approaches, It should be noted right away that the latter is narrower in terms of its scope of use: its application is limited by the framework of the science of society, for “activity is a specifically human form of an active relationship to the world around us, the content of which is the expedient change and transformation of the world on the basis of development and development of available forms of culture” (E.G. Yudin). However,the idea of ​​activity and the idea of ​​system are closely connected, gravitate towards each other. AT When combined with a systemic approach, the activity approach becomes more effective and methodologically strengthened.

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

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

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

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

Structure - the relationship between the elements in the system, necessary and sufficient for the system to achieve its goal.

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

Functioning - the process of implementing the expedient properties of the system, which ensures its achievement of the goal.

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

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

The lesson remains the main form of organizing learning, therefore, in order to build a lesson within the framework of a system-activity approach, it is necessary to know the principles of building a lesson, an approximate typology of lessons and criteria for evaluating a lesson. The teaching methods and techniques used in the lesson should be based on the following:basic principles:

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

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

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

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

5) Principlevariability - involves the formation of students' abilities for a systematic enumeration of options and adequate decision-making in situations of choice.

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

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

1. Motivational-target stage involves a conscious entry of the student into the space of learning activities in the classroom. For this purpose, the following is organized: introducing into difficulty through a learning action that is difficult for the student, fixing an individual difficulty and establishing the causes of the difficulty - those specific knowledge or methods of activity that are not enough to solve the learning problem. Difficulty will be the goal. In this case, the need and opportunity realized by the student to supplement existing knowledge, to obtain necessary information, master a new way or discover it. Having established what kind of information is missing, students in a communicative form think about how to get it, i.e. design future learning activities: agree on the topic of the lesson, build a plan to achieve the goal and determine the means - algorithms, models, etc. This process is led by the teacher: at first, with the help of an introductory dialogue, then a prompting one, and then with the help of research methods.

2. Procedural stage. At this stage, the resolution of the contradiction that has arisen is carried out through the implementation of the constructed project. Depending on the complexity of the task, the work is organized in a collective, pair or individual form. The results of the work in the form of a product of activity (oral answer or a sign model) are discussed, compared, clarified, corrected through leading questions and comparisons. The constructed method of action is used to solve the original problem that caused difficulty. As a result of the assignment, the general nature of the new knowledge is clarified and the overcoming of the difficulty that arose earlier is fixed.

At this stage, an individual form of work is also used: students independently perform tasks of a new type and carry out their self-examination. At the end, a performing reflection of the implementation of the constructed project of educational activities and control procedures is organized.

3. Reflective-evaluative stage.

At this stage, the new content studied in the lesson is fixed, and reflection and self-assessment by students of their own learning activities are organized. In conclusion, its goal and results are correlated, the degree of their compliance is fixed, and further goals of the activity are outlined. Depending on the content, nature and results of the activity, various types of reflection are used:

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

Lesson structure new knowledge has the following form:

1. Motivation for learning activities	Conscious entry of the student into the space of learning activities in the classroom. In the developed version, there are processes of adequate self-determination in educational activity and self-assertion in it, which involve the student comparing his real “I” with the image “I am an ideal student”, conscious subordination of himself to the system regulatory requirements educational activities and the development of internal readiness for their implementation.	1) the requirements for it from the side of educational activity are updated (“must”); 2) conditions are created for the emergence of an internal need for inclusion in educational activities (“I want”); 3) a thematic framework is established (“I can”).
2. Actualization and fixation of an individual difficulty in a trial learning activity.	Prepare and motivate students for proper self-fulfillment trial educational action, its implementation and fixation of individual difficulties.	this stage involves: 1) actualization of the studied methods of action, sufficient for the construction of new knowledge, their generalization and sign fixation; 2) actualization of the corresponding mental operations and cognitive processes; 3) motivation for a trial educational action (“must” - “can” - “want”) and its independent implementation; 4) fixation of individual difficulties in the implementation of a trial educational action or its justification.
3. Identification of the place and cause of the difficulty.	The teacher organizes the students to identify the place and cause of the difficulty	To do this, students must: 1) restore the performed operations and fix (verbally and symbolically) the place-step, the operation where the difficulty arose; 2) correlate their actions with the method of action used (algorithm, concept, etc.) and, on this basis, identify and fix in external speech the cause of the difficulty - those specific knowledge, skills or abilities that are not enough to solve the original problem and problems of this class or type in general.
4. Building a project to get out of the difficulty (goal and theme, method, plan, means).	This process is led by the teacher: at first with the help of an introductory dialogue, then with an inciting one, and then with the help of research methods.	At this stage, students in a communicative form consider a project for future learning activities: set a goal (the goal is always to eliminate the difficulty that has arisen), agree on the topic of the lesson, choose a method, build a plan to achieve the goal and determine the means - algorithms, models, etc.
5. Implementation of the constructed project.	At this stage, the project is being implemented: the various options proposed by the students are discussed, and the best option is selected, which is fixed in the language verbally and symbolically. The constructed method of action is used to solve the original problem that caused difficulty. In conclusion, the general nature of the new knowledge is clarified and the overcoming of the difficulty that arose earlier is fixed.
6. Primary consolidation with pronunciation in external speech.	At this stage, students in the form of communication (frontally, in groups, in pairs) solve typical tasks for a new method of action with pronouncing the solution algorithm aloud.
7. Independent work with self-test according to the standard.	During this stage, an individual form of work is used: students independently perform tasks of a new type and carry out their self-examination, step by step comparing with the standard. At the end, a performing reflection of the implementation of the constructed project of educational activities and control procedures is organized. The emotional orientation of the stage consists in organizing, if possible, for each student a situation of success that motivates him to be included in further cognitive activity.
8. Inclusion in the system of knowledge and repetition.	At this stage, the limits of applicability of new knowledge are identified and tasks are performed in which a new way of acting is provided as an intermediate step. Organizing this stage, the teacher selects tasks in which the use of previously studied material is trained, which has methodological value for the introduction of new methods of action in the future. Thus, on the one hand, the automation of mental actions according to the studied norms takes place, and on the other hand, preparation for the introduction of new norms in the future.
9. Reflection of educational activity in the lesson (total).	At this stage, the new content studied in the lesson is fixed, and reflection and self-assessment by students of their own learning activities are organized. In conclusion, its goal and results are correlated, the degree of their compliance is fixed, and further goals of the activity are outlined.

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

Lesson performance criteria

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

Systematic exercise of reflexive action

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

Using dialogue technology

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

Clear criteria for self-control and self-assessment

The teacher achieves understanding of the educational material by all students, using special techniques.

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

The teacher plans communication tasks

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

Relationship style creates an atmosphere of cooperation, psychological comfort

There is a deep personal impact "teacher - student"

Activity Approach Technologies

When organizing a system-active approach in the classroom, I use the following technologies:

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

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

Problem learning technology. Emotionally rich and productive lessons are obtained, where a problematic, non-standard situation is considered,as a result of which there is a creative mastery of professional knowledge, skills, abilities and the development of mental abilities, the ability to see the problem, formulate it, look for solutions, combine different analytical approaches, versions, positions, synthesize them, formulate conclusions.

For biology lessons, I have collected a rich material of problematic tasks for the course "Variety of living organisms" (the use of folklore material in the study of the Kingdoms of Plants and Animals) as well as for the section "Man and his health" ( Interesting Facts on the structure and vital activity of organs and systems, "The World of Man in Mathematical Problems")

Excerpts from works of Russian and world fiction are selected for geography lessons as epigraphs for lessons, and tasks of a problematic and creative nature

Technology of project training. The use of this technology allows the student to independently acquire the necessary knowledge, skillfully apply them in practice to solve emerging problems.

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

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

The specificity of natural cycle items allows you to use this technology both in class and outside of class. The guys are happy to work on projects and defend them at conferences of various levels.

DIAGNOSTICS OF THE PERFORMANCE OF THE USE OF MODERN TECHNOLOGIES

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

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

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

the ability to ask questions;

the ability to highlight the main thing;

the ability to make comparisons;

the ability to establish causal relationships and draw conclusions;

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

the ability to search, analyze, and creatively process information.

Criteria were developed to evaluate performance:

development of logical thinking

development of critical thinking

application of critical thinking skills in various life situations.

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

Criteria	Indicators	Options	Tracking methods
1. Development of critical thinking	1. Ability to ask a question	Permissible level - the ability to put different types of questions. Intermediate level - the ability to ask simple and general questions. Low level - the ability to ask only simple questions.	Strategy "Question words"
	2. Ability to work with information	Permissible level - the ability to systematize information before getting to know the main source, the ability to work with new information on their own. Intermediate level - the same skills, but with the help of a group of students. Low level - these skills are not formed.	Techniques "Composing a cluster", "Marking text"
2. Development of logical thinking	The study of the ability to generalize and abstract, the ability to identify essential features.	During testing, they find out what mental operations were required when solving problems in order to come to the correct generalizations	Methodology "Generalization" http://hr9.narod.ru/ Methododyo/obobshcenie.html
	verbally - logical thinking	0-2 - low, 3-5 - medium, 6-8 high	Methodology "Type of thinking" (G, Rezyapkina)
3. Application of critical thinking skills in various life situations	The ability to reflect on one's own activities and those of others.		Observation Method

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

. willingness to plan;
. monitoring one's own actions;
. search for compromise solutions;
. willingness to correct their mistakes;
. perseverance in achieving the goal.

These qualities are necessary not only in educational activities, but also in various life situations. The installation on critical thinking forms such qualities in schoolchildren.

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

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

MONITORING OF LEARNING OUTCOMES IN THE NEW PARADIGMA.

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

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

Necessary for the activity of the education system is the development of criteria and unified control tools that allow to analyze the quality of learning outcomes. One of the possible solutions to this problem is a computer tool for monitoring progress - "Electronic supplement to textbooks".

The main objectives of the electronic supplement to textbooks are:

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

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

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

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

CONCLUSION

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

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

Graduates annually choose to pass an exam in biology and geography and show good results and continue their education in higher educational institutions, choosing the subject as the sphere of his future professional activity.

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

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

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

3. Prepare graduates for the successful passing of the final exams of the GIA, the Unified State Examination.

Thus, a feature of the new generation standard is the combination of a systematic and activity approach in teaching as a methodology of the Federal State Educational Standard.

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

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

A systems approach is an approach in which any system is considered as a set of interrelated elements. The ability to see a task from different angles, to analyze many solutions, to single out components from a single whole or, conversely, to assemble a complete picture from disparate facts, will help not only in the classroom, but also in everyday life. The activity approach makes it possible to concretely embody the principle of consistency in practice.

In the system-activity approach, the category of "activity" occupies one of the key places and implies an orientation towards the result of education as a system-forming component of the standard, where the development of the student's personality on the basis of the assimilation of universal educational activities, knowledge and development of the world is the goal and main result of education.

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

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

The main idea of ​​the system-activity approach is that new knowledge is not given in finished form. Children "discover" them themselves in the process of independent research activities. The task of the teacher when introducing new material is not to explain everything visually and easily, show and tell. The teacher must organize the research work of the children so that they themselves think of solving the problem of the lesson and explain themselves how to act in the new conditions.

LITERATURE:

1. Asmolov A. G. System-activity approach in the development of new generation standards /Pedagogy M.: 2009 - No. 4. - C18-22.
2. Methodological and theoretical approaches to solving the problems of educational practice [Text]: collection of articles. - Krasnoyarsk, 2004. - 112 p.
3. New pedagogical and information technologies in the education system / Ed. E.S. Polat. - M., 2000.
4. Peterson L.G., Kubysheva M.A., Kudryashova T.G. The requirement for drawing up a lesson plan according to the didactic system of the activity method. - M., 2006.
5. Khutorskoy A.V. Experiment and innovation at school // №6 (2010) Section: Theory of innovation and experimental activity. - 2010. - No. 6 p. 2-11.
6. Shubina T.I. Activity method at school http://festival.1september.ru/articles/527236/
7. Technologies of the activity approach in teaching: choice and possibilities of using on various stages lesson. Guidelines. - HC IRO, 2013
8. Selikhova T.Yu. System-activity approach in the lesson. https://sites.google.com
9. Gin. A.A. Methods of pedagogical technique. https://docs.google.com/document
10. Serebrennikova G.V. Methods of pedagogical technique. http://www.openclass.ru/node/67368

Thanks to the new version of general educational standards, the system-activity approach has become mandatory for all teachers in the country. How to fulfill the regulatory requirements of the standards, and not lose the interests of the student? What benefits can a teacher and student have a systems-activity approach? What exactly is he? How to conduct classes from the point of view of a system-activity approach?

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teacher primary school

MBOU Shakhun secondary school

No. 1 im. D. Komarova

Smirnova Tatyana Pavlovna

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

The system-activity approach, which underlies the development of new generation standards, makes it possible to single out the main results of training and education and create navigation for the design of universal educational activities that students must master; implies an orientation towards achieving the main result - the development of the student's personality on the basis of universal educational activities of cognition and mastery of the world, recognition of the decisive role of the content of education and ways of organizing educational activities and educational cooperation in achieving the goals of personal and social development students.

Mastering universal learning activities by students creates the possibility of independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, i.e. the ability to learn.

Instead of simply transferring ZUN from teacher to student, the priority goal of school education is to develop the student's ability to independently set learning goals, design ways to achieve them, monitor and evaluate their achievements, in other words the ability to learn.

The insufficiency of any amount of knowledge for the successful solution of life problems is obvious to everyone today, therefore, the student’s personality, his ability to “self-determination and self-realization”, to independent decision-making and bringing them to execution, to a reflexive analysis of his own activity comes to the fore.

The words of William Ward now acquire relevance: “The mediocre teacher expounds. A good teacher explains. Outstanding teacher shows. A great teacher inspires."

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

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

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

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

The system-activity approach assumes:

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

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

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

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

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

Traditional learning	innovative training (SDP)
The purpose of training is the assimilation of knowledge, skills, abilities	The purpose of schooling is to teach how to learn
Isolated from life study of the system of scientific concepts that make up the content of the subject	Inclusion of the content of learning in the context of students solving life problems
Orientation to the educational and subject content of school subjects	Understanding teaching as a process of formation and generation of meanings
Spontaneous educational activity of the student	Strategy for the purposeful organization of educational activities
Individual form of knowledge acquisition	Recognizing the critical role of learning collaboration in achieving learning goals

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

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

The activity approach in the lessons is carried out through:

• Modeling and analysis of life situations in the classroom;
• Use of active and interactive techniques;
• Participation in project activities, possession of research activities;
• Involvement of students in the game, evaluation and discussion, reflective, project activities providing a free search for an effective approach to solving the problem that meets the individuality of the child

Student activities:

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

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

The purpose of the activity approach is to educate the personality of the child as a subject of life.

It is clear that the change in the Standard leads to the choice of such educational technologies, which, in turn, will work for the main thing, which in the Standard is defined by the phrase “teach learning”.

The so-called "new" pedagogical technologies include humanistically oriented teaching technologies, which provide for the consideration and development of the individual characteristics of students. These technologies meet the requirements of the Standard. We present to your attention a table that systematizes those pedagogical technologies, which are recommended for implementation within the framework of the activity approach laid down in the Federal State Educational Standard.

Technology group	Pedagogical technologies SDP
1. Pedagogical technologies based on the personal orientation of the pedagogical process	Cooperation Pedagogy
	Technologies of level differentiation
2. Pedagogical technologies based on the activation and intensification of students' activities	Gaming Technology
	Problem learning
	Critical Thinking Technology
3. Pedagogical technologies of developing education	Full absorption technology
	Developmental learning technology
4. Pedagogical technologies based on improving the efficiency of management and organization of the educational process	Group Technologies
	Cooperation Pedagogy
	Technologies for organizing project activities
	Interactive teaching methods
5. Nature friendly technologies	Health saving technologies

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

• activity approach in teaching;
• task principle of constructing subject content based on the formation of UUD;
• organization of children's independent and initiative search action in the educational process;
• orientation to various collective forms of interaction between children and teachers both in educational and extracurricular activities.

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Lesson design

based on a systematic activity approach in the educational process

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primary school teacher

MBOU Shakhun secondary school

No. 1 im. D. Komarova

Smirnova Tatyana Pavlovna

Designing activity-oriented lessons

in the educational process of elementary school.

Currently, there have been major changes in the field of education. The adoption of a new standard in elementary school not only led to a revision of the long-established education system, but also allowed teachers to build the school educational space in a new way.

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

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

To study the activity paradigm of education as essential condition implementation of GEF;

To study the typology of lessons in the activity approach to learning;

master new type methodological products "Technological map".

Cultural - historical systemic - activitythe approach is based on the theoretical provisions of the concept of L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin, P. Ya. children and teenagers.

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

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

The psychological analysis of the child's learning situation is similar. A schoolboy reads a book to pass an exam. The motive of his activity can be passing an exam, getting a mark, and assimilation of the content of the book can serve as an action. It is possible, however, that the content itself will become a motive and captivate the student so much that he will focus on it regardless of the exam and mark. Then there will be a "shift of the motive (passing the exam) to the goal (solving the educational problem)." This will give you a motive. The former action will turn into an independent activity.

Of these simple examples one can see how important it is, by studying the same objectively observed actions, to reveal the inner psychological background.

Appeal to activity as a form of existence inherent in a person makes it possible to include in a wide social context the study of the foundations of psychological categories (image, action, motive, attitude, personality), which form an internally connected system.

The psychological basis of the concept of a system-activity approachis based on the following fundamental theses (Sukhov V.P. - Doctor of Pedagogical Sciences, author of the concept of a systemic-activity approach in the developmental education of schoolchildren):

The world around is an object of cognition of students, has a systemic organization. Any objects of it can be represented as systems. They cannot exist outside the systems.

If we consider the objects of cognition as systems, then the appropriate approach (principle) for their study should be a system approach.

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

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

The implementation of one's own learning activity puts the student on the position of its subject. As a result, a subject-subject situation arises in the lesson, in which the teacher and the student interact as equal partners in joint activities. The student acts on the principle of "I'm learning." In traditional teaching, the subject of activity in the lesson is the teacher, there is a violation of the subject-object situation in which the student is limited as an object of the teacher's pedagogical activity and acts according to the principle "I am taught".

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

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

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

In educational activities, these principles should be transformed for students in an accessible form into the rules of cognition - common ways mental activity, applied as interdisciplinary principles of knowledge. (The first rule is “study the subject as a whole, give its general characteristics”; the second is “divide the subject into parts, study each separately”; the third is “connect the studied parts, consider how they interact”). In these rules, one of the main dialectical principles of cognition is expressed in an accessible form - the unity of analysis and synthesis.

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

The system-activity approach and theoretical problem solving are materialized in models that are implemented in sign and letter forms. Models act both as a method of cognition - educational modeling, and as a product of students' cognitive activity.

Schoolchildren's own learning activity, an important component of the system-activity approach, is implemented as a personal-activity approach to learning. It can be expressed by the formula "activity - personality", i.e. "what is the activity, such is the personality" and "outside the activity there is no personality". Educational activity becomes a source of internal development of the student, the formation of his creativity and personal qualities.

The GEF is based on a system-activity approach, which involves:

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

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

Orientation to the results of education (development of the student's personality on the basis of UUD);

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

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

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

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

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

System-activity approach

The main result is the development of the child's personality based on universal learning activities

The main pedagogical task –

creation and organization of conditions,

initiating children's action

What is important for an elementary school teacher to know and be able to do?

• know the principles of the activity approach;
• be able to put it into practice;
• to master a new system of evaluation - criterial;
• learn the principles of organizing dialogue in the classroom.

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

• giving the results of education a socially - and personally - significant character;

• more flexible and durable assimilation of knowledge by students, the possibility of their independent movement in the studied area;

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

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

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

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

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

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

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

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

System of didactic principles.

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

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

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

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

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

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

6) The principle of variability - involves the formation of students' abilities for a systematic enumeration of options and adequate decision-making in situations of choice.

7) The principle of creativity - means maximum orientation to creativity in the educational process, the acquisition by students of their own experience of creative activity.

Typology of A.K. Dusavitsky.

The type of lesson determines the formation of a particular educational action in the structure of educational activity.

1. Lesson of setting a learning problem.
2. A lesson in solving a learning problem.
3. Modeling and Model Transformation Lesson.
4. A lesson in solving particular problems using an open method.
5. Lesson of control and evaluation.

Typology of lessons in the didactic system of the activity method

"School 2000..."

The lessons of activity-oriented goal-setting can be divided into four groups:

1. lessons of "discovery" of new knowledge;
2. reflection lessons;
3. lessons of a general methodological orientation;
4. developmental control lessons.

1. The lesson of "discovery" of new knowledge.

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

Educational Purpose:expansion of the conceptual base by including new elements in it.

2. Lesson of reflection.

Activity goal:the formation of students' abilities for reflection of the correctional-control type and the implementation of the correctional norm (fixing their own difficulties in activity, identifying their causes, building and implementing a project to get out of the difficulty, etc.).

Educational Purpose:correction and training of the studied concepts, algorithms, etc.

3. Lesson of a general methodological orientation.

Activity goal:formation of students' ability to a new mode of action associated with the construction of the structure of the studied concepts and algorithms.

Educational Purpose:revealing the theoretical foundations for constructing content-methodological lines.

4. A lesson in developmental control.

Activity goal:formation of students' ability to implement control functions.

Educational Purpose:control and self-control of the studied concepts and algorithms.

Theoretically justified mechanism of control activity assumes:

1. presentation of a controlled variant;
2. the presence of a conceptually justified standard, and not a subjective version;
3. comparison of the tested variant with the standard according to the agreed mechanism;
4. evaluation of the comparison result in accordance with a predetermined criterion.

Thus, the lessons of developmental control involve the organization of the student's activities in accordance with the following structure:

1. students writing a version of the control work;
2. comparison with an objectively justified standard for the performance of this work;
3. students' evaluation of the comparison result in accordance with previously established criteria.

The division of the educational process into lessons of different types in accordance with the leading goals should not destroy its continuity, which means that it is necessary to ensure the invariance of the teaching technology. Therefore, when building a technology for organizing lessons of different types, theactivity method of teachingand provide a corresponding system of didactic principles as the basis for building the structure and conditions of interaction between the teacher and the student.

To build a lesson within the framework of the GEF IEO, it is important to understand what should be the criteria for the effectiveness of the lesson, regardless of which typology we adhere to.

1. Lesson objectives are set with a tendency to transfer function from teacher to student.
2. The teacher systematically teaches children to carry out a reflexive action (to assess their readiness, to detect ignorance, to find the causes of difficulties, etc.)
3. A variety of forms, methods and techniques of teaching are used, which increase the degree of activity of students in the educational process.
4. The teacher owns the technology of dialogue, teaches students to put and address questions.
5. The teacher effectively (appropriate to the purpose of the lesson) combines reproductive and problem-based forms of education, teaches children to work according to the rule and creatively.
6. At the lesson, tasks and clear criteria for self-control and self-assessment are set (there is a special formation of control and evaluation activities among students).
7. The teacher achieves understanding of the educational material by all students, using special techniques for this.
8. The teacher strives to evaluate the real progress of each student, encourages and supports minimal progress.
9. The teacher specifically plans the communicative tasks of the lesson.
10. The teacher accepts and encourages, expressed by the student, his own position, a different opinion, teaches the correct forms of their expression.
11. The style and tone of relationships set in the lesson create an atmosphere of cooperation, co-creation, and psychological comfort.
12. At the lesson, a deep personal influence "teacher - student" is carried out (through relationships, joint activities, etc.)

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

1. Motivation for learning activities.

2. Actualization and fixation of an individual difficulty in a trial learning activity.

3. Identification of the place and cause of the difficulty.

4. Building a project to get out of the difficulty (goal and theme, method, plan, means).

5. Implementation of the constructed project.

6. Primary consolidation with pronunciation in external speech.

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

8. Inclusion in the system of knowledge and repetition.

9. Reflection of educational activity in the lesson (total).

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

Routing allows:

• implement the standard of education;
• understand and apply in the system the proposed technology for the formation of universal learning activities among students;
• to form a holistic picture of the world through the real use of "intersubject communications";
• to fully use the educational potential of UMK "Perspektiva";
• determine the level of disclosure of the material and correlate it with the material being studied in subsequent classes;
• implement regional and school material, based on the material of UMK "Perspektiva"
• to realize their creative potential (in the technological map, ready-made developments of all topics of the subjects of the curriculum are given,
• the teacher is released from routine unproductive work in preparation for lessons);
• individualize and differentiate the educational process.

For the full and effective use of technological maps, it is necessary to know a number of principles and provisions that are mandatory for working with it. "Routing" - the new kind methodological products that provide the teacher with effective and high-quality mastering of a new curriculum by moving from lesson planning to designing the educational process by topic. The technological map describes the learning process in a certain structure and in a given sequence.

Designing a universal toolkit ( technological map) is aimed at achieving the results stated in the standardssecond generation. Standards answer the question: “What to teach?”, Technological map - “How to teachhow to help the child to effectively master the content of education, to achieve the required results.

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

The technological map includes:

• topic name;
• the number of hours allotted for its study;
• the purpose of mastering the educational content;
• planned results (personal, subject, meta-subject);
• basic concepts of the topic;
• interdisciplinary connections and organization of space (forms of work and resources);
• technology for studying the specified topic;
• a system of diagnostic tasks that determine the level of assimilation of the material at each stage of its study;
• control tasks on the topic, which determine the achievement of the planned results in the framework of the study of the stated topic

The section "Technology of study" is divided into stages of training. At each stage of the work, the goal and the predicted result are determined, practical tasks are given for working out the material and diagnostic tasks to check its understanding and assimilation, at the end of the topic - a control task that checks the achievement of the planned results. In the description of each stage, the purpose of the learning activity and learning tasks are indicated.

At the first stage of training "Self-determination in activity", the stimulation of students' interest in the study of a particular topic is organized through a situational task. The stage involves the following steps:

Motivation as stimulation of interest;

Determination of needs as a personally significant component of the study of this topic;

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

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

At the stage of "Intellectual and transformative activity" students are invited to complete practical tasks:

• informative, where students work using the pattern on the board;
• improvisational, where students use a task that differs from the sample in content or form;
• heuristic, where students complete their version of the task.

The fulfillment of the task involves the self-organization of schoolchildren, which includes: preparation for the implementation (planning) of activities, performance and presentation of work.

The result of this step is:

Orientation of the student in different types of tasks (cognitive action);

Self-organization of the student when performing the task (regulatory action);

The use by the student of adequate speech statements to present the result (cognitive, communicative action);

The manifestation of one's attitude (gratitude) to the heroes of the textbook and the teacher (personal action);

The ability of the student to solve the task (cognitive, regulatory action), i.e. use the acquired knowledge and skills in specific practical activities.

At the stage of reflective activity of students, the result obtained is correlated with the set goal (introspection - regulative action) and the activity (self-assessment - personal action) is evaluated for mastering the topic.

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

A few simple rules for working with a technological map.

1. Use flow charts to work on a topic or course section.

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

3. Find it in the textbook of the subject you are studying, and prepare the textbooks that are marked in the "intersubject communications" section.

4. Get acquainted with the goals of studying the topic, correlate with the planned results, determine the tasks that will help achieve the goal, (Relate the goals with the previously covered material).

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

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

7. Choose "your" forms of work in accordance with the goals and conditions of training: for mobile work or quiet activities, for searching for information or demonstrating achievements, etc. This will help to expand the boundaries of the use of resources, which include the teaching materials "Perspektiva", visual aids available at the school, interactive or simply additional work boards, exhibitions, stands, and so on.

8. In the "Learning Technology" section, follow the algorithm proposed in the map. This will help not to miss a single element in achieving the goal set at the stage, and most importantly, to achieve effective and high-quality development of the topic.

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

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

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

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

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

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

The structure of the "Technological map":

Technological map of the study of the topic (topic name)

Space organization
Intersubject communications	Forms of work	Resources

I stage. Motivation for activity
Target -	Problematic situation.
II stage. Educational and cognitive activity
Sequence of study		Diagnostic task
Target -
III stage. Intellectual and transformative activity
Target -	reproductive task Improvisation task Heuristic task Self-organization in activity
VI stage. Monitoring and evaluation of performance results.
Forms of control; control task.		Performance evaluation
		Self-esteem	Presenter's assessment

If it is difficult or unusual to design a topic, then you can limit yourself to designing one lesson. This structure is subject to change or additions.

Literature:

L. G. Peterson: "Integrative Technology of Developmental Education", Moscow: Research Institute of School Technologies, 2006.

L. G. Peterson: Program for approbation of the over-subject course "The World of Activity", Moscow; "Enlightenment", 2010.

Methodological manual "Implementation of new educational standards in primary school by means of the Perspektiva UMC (to help the teacher).

OAO Publishing House Enlightenment, 2010

Implementation

Observations

Yes

partially

No

how, in what form, when performing what tasks

Motivation for learning activities.

This stage of the learning process involves the conscious entry of the student into the space of learning activities in the classroom. To this end, at this stage, his motivation for educational activities is organized, namely:

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

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

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

Actualization and fixation of individual difficulty in a trial educational action.

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

Accordingly, this stage involves:

1) actualization of the studied methods of action, sufficient for the construction of new knowledge, their generalization and sign fixation;
2) actualization of the corresponding mental operations and cognitive processes;
3) motivation for a trial educational action (“must” - “can” - “want”) and its independent implementation;
4) fixation of individual difficulties in the implementation of a trial educational action or its justification.

Identification of the location and cause of the difficulty.

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

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

2) correlate their actions with the method of action used (algorithm, concept, etc.) and, on this basis, identify and fix in external speech the cause of the difficulty - those specific knowledge, skills or abilities that are not enough to solve the original problem and problems of this class or type in general.

Building a project to get out of the difficulty (goal and theme, method, plan, means).

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

Implementation of the constructed project.

At this stage, the project is being implemented: the various options proposed by the students are discussed, and the best option is selected, which is fixed in the language verbally and symbolically. The constructed method of action is used to solve the original problem that caused difficulty. In conclusion, the general nature of the new knowledge is clarified and the overcoming of the difficulty that arose earlier is fixed.

Primary consolidation with pronunciation in external speech.

At this stage, students in the form of communication (frontally, in groups, in pairs) solve typical tasks for a new method of action with pronouncing the solution algorithm aloud.

Independent work with self-test according to the standard.

During this stage, an individual form of work is used: students independently perform tasks of a new type and carry out their self-examination, step by step comparing with the standard. At the end, a performing reflection of the implementation of the constructed project of educational activities and control procedures is organized.

The emotional orientation of the stage consists in organizing, if possible, for each student a situation of success that motivates him to be included in further cognitive activity.

Inclusion in the system of knowledge and repetition.

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

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

Reflection of educational activity in the lesson (total).

At this stage, the new content studied in the lesson is fixed, and reflection and self-assessment by students of their own learning activities are organized. In conclusion, its goal and results are correlated, the degree of their compliance is fixed, and further goals of the activity are outlined.

Processing of observation results: slide 1

Building a lesson based on a system-activity approach D. Komarova Smirnova Tatyana Pavlovna

Lesson types: 1. Lesson of discovering new knowledge 2. Lesson of reflection 3. Lesson of building a knowledge system 4. Lesson of developing control.

The lesson of discovering new knowledge: Activity goal: the formation of skills for the implementation of new methods of action; the formation of skills to independently build and apply new knowledge;

Lesson of reflection Activity goal: the formation of students' abilities to identify the causes of difficulties and correct their own actions. Substantive goal: consolidation and, if necessary, correction of the studied methods of action, concepts, algorithms, etc.

The lesson of building a knowledge system Activity goal: the formation of students' abilities to structure and systematize the studied subject content and abilities for educational activities. Content goal: to identify the theoretical foundations for the development of content-methodological lines and the construction of generalized norms of educational activity.

Lesson of developing control Activity goal: the formation of students' abilities to implement the control function. Content goal: control and self-control of the studied concepts and algorithms.

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

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

3. Identification of the place and cause of the difficulty The purpose of the stage: to identify the place and causes of the difficulties - What did I do, what knowledge did I apply - Where did the difficulty arise (place) - Why did it arise (cause) Difficulty - Cause - Purpose

4. Building a project to overcome the difficulty The purpose of the stage: setting the goal of educational activities, choosing the method and means of its implementation. - What knowledge do I build, what do I learn (goal) - How do I build and with what help (choice of method and means) - Plan for building new knowledge

5. Implementation of the constructed project The purpose of the stage: construction and fixation of new knowledge - Implementation of the constructed project - Fixation of new knowledge in speech and sign (standard) - Solving the problem that caused difficulty

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

7. Independent work with self-examination according to the standard The purpose of the stage: self-examination of the ability to apply new knowledge in standard conditions - Performing independent work - Self-examination (according to the standard) - Error correction - Creating a situation of success

8. Inclusion in the knowledge system and repetition The purpose of the stage: the inclusion of new knowledge in the knowledge system, repetition and consolidation of the previously studied. - Limits of applicability of new knowledge - Tasks in which new knowledge is associated with previously studied ones - Tasks for repetition - Tasks for propaedeutics of studying subsequent topics

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

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