Formation of DSM at lessons in primary school in children

Many teachers, scientists, methodologists believe that a key role in the upbringing and education of the child belongs to the primary school. It is in it that children learn the skills of writing and reading. They learn to listen and hear, talk, count, empathize. The formation and improvement of the child's ability to independently formulate goals, model options for their achievement, assess and control their actions are considered as a priority task today. In other words, the ability to learn develops. The implementation of this task is possible with the use of the technology of the formation of the DAM. Let us consider further how it is implemented in practice.

Functions of a set of universal actions

Formation of the MCA at the lessons in the primary school allows:

1. To provide opportunities for children to independently set goals, search, select and use ways to achieve them, evaluate and monitor the results and the process of their activities.
2. Create conditions for the harmonious development of the child's personality, self-realization, while ready for continuous education.
3. To ensure successful mastering of the material, improvement of skills, competence, skills in different subject areas.

Value

Formation of the MASS at the lessons in primary school is of special importance today. Universal actions are a set of variants of the child's behavior, ensuring his ability to learn independently, including the organization of the very process of perception and understanding of the material. The program of UAL formation generates motivation for education, allows children to navigate in different subject areas.

Classification

Universal actions are grouped into 4 large blocks:

1. Formation of personal DAM is aimed at understanding, studying, perception of vital values. Such actions allow us to orient ourselves in moral and ethical rules and norms, develop our own position in relation to the world, and ensure the meaningfulness of the educational process.
2. Formation of regulatory UAD promotes the development of the ability to manage cognitive activity. This task is realized in the process of setting goals, planning, monitoring, adjusting their actions, as well as analyzing the success of mastering.
3. The formation of communicative DAM is aimed at providing an opportunity for cooperation. In particular, the ability to listen and hear, understand the interlocutor. Children begin to perform concerted tasks, allocate roles, control each other and support each other.
4. The formation of cognitive UUD implies the development of the ability to explore, search, select and structure the necessary information, design the studied content.

Key indicators

The formation of student UAL should be linked to certain evaluation criteria. Such indicators, in particular, include:

1. Health status.
2. Progress in key subjects.
3. The level of speech development.
4. Ability to listen and perceive the teacher's words, ask him questions.
5. Degree of proficiency in the native language.
6. The desire to take the task and find a solution.
7. Communication skills.
8. Ability to control their behavior.

Taking into account these indicators, the methods for the formation of DAM are modeled.

Practical use

Formation of MDA in mathematics lessons, for example, can be carried out using logical models and symbolic-symbolic tools. Children are offered several tasks. In them it is necessary to find a scheme that reflects the logical connection between the known information and the sought. In this case, the children solve directly the educational task. In addition, they establish a logical model that determines the correlation of the available data. The formation of the MDA at the lessons of mathematics appears as the most important stage on the way to successful mastering of general methods of solving problems.

Russian language

There are various means of formation of the DAM. Self-study and mutual testing of texts is very effective in the Russian language classes. Children are offered texts in which there are various errors (stylistic, punctuation, graphic, lexical, spelling). Together with the students, the audit rules are formulated, which set the action algorithms. Moving consistently from one operation to the next, almost all children without help begin to cope with the task. The key point here is the pronouncing of the action by each child. It ensures the performance of all control elements without exception and an understanding of the content of the action.

Formation of communicative DIC

Such universal actions allow to provide social competence, ability to listen and conduct dialogue, orientation to other children and adults. They promote participation in collective discussion, integration into a group of peers, building productive cooperation with peers. Formation of MCA at lessons in primary school should be carried out by creating conditions associated with the introduction of interactions in the educational process. Classes on literary reading, studying the world around us are conducted in the form of a pedagogical workshop. It is based on the work of children in groups. Students together plan their activities, distribute roles, functions, correct mistakes. Formation of the ACD in the lessons of the world around us is carried out in the form of a press conference. For example, one of the students plays the role of a forest animal - a "guest". He answers the questions that the "journalist" students ask him:

• What's your name?
• What do you eat?
• Where do you live?

Formation of the MDA at the lessons in the primary school should be carried out in conditions when each child can express his own opinion, knowing that he will be accepted.

Types of actions

To communicative DAM should include:

1. Planning for cooperation with a teacher and peers is the establishment of the functions of participants, goals, options for interaction.
2. Formulation of questions - initiative collective work in the search and collection of information.
3. Conflict resolution - detection and identification of the problem, search and analysis of alternatives, adoption and implementation of the solution.
4. Managing the actions of the partner - control, correction, behavior assessment.
5. The ability to fully and accurately express thoughts in accordance with the conditions and tasks of interaction, the possession of dialogical and monological speech forms according to the syntactic and grammatical norms of language.

Individual actions

The formation of UAL in the school ensures the development of the value-semantic orientation of children. Such actions develop the ability to correlate actions and phenomena with accepted aesthetic norms in society , learn moral rules and identify the moral side of behavior. Thanks to them, orientation is provided in interpersonal relations and social roles. Within the framework of educational activity, it is possible to single out such universal actions:

1. Self-determination is professional, personal, vital.
2. Moral and ethical orientation is a moral evaluation of the studied content, providing a choice on the basis of public and individual values.
3. Sense formation is the establishment of a connection between the learning goal and the motive, the result of learning and the motivating factor. The child should ask about the importance of education for him, and be able to find an answer to it.

Literary reading

Formation of DU in primary school is gradual. At the first stages it is quite difficult to create a team in the classroom. To inculcate moral norms, rules of moral behavior, and the establishment of relationships, it is necessary to do a great job. It includes various activities. The formation of the DUS in an elementary school occurs within the framework of class hours, individual conversations, extra-curricular activities, joint holidays. Moral and ethical development is greatly facilitated by literary reading. It represents a meaningful, creative activity that ensures the mastering of the ideological and moral essence of artistic texts. Given that every child will see and experience the work in their own way, the teacher should try to reveal his personality. A lot of time should be devoted to the independent work of students - reading to themselves. This will allow the child to reveal incomprehensible moments, find the subjects close to him, share his impressions.

An important condition

The formation of the ACS, which fosters cognitive, general cultural development, is realized in the course of a comprehensive educational process, in meta-subject activity, in the study of the system of disciplines, in the organization of forms of interaction in solving problems. But all these activities will be effective only in a favorable environment. Every child should feel the support and interest of the teacher.

Teacher's functions

The main goal of primary education is to provide assistance to the child in the awakening of all the makings in it with the help of the educational process. He must find himself and understand, in the end, want to eliminate the negative sides and develop positive ones. A key role in this activity is assigned to the teacher. Each teacher should clearly understand what he is striving for in the education and upbringing of children. The educational process specifies the content and characteristics of the child's activity, determines the sphere of the nearest development of universal actions.

Teacher's work

To improve the ability to analyze and adequately assess their own actions, children together with the teacher develop an algorithm. At the same time, attention is focused on developing the value of assignments. The teacher does not compare pupils to each other, but compares the child's today's result with yesterday's. The teacher attracts children to the process of discovering new knowledge. Together with the teacher the schoolchildren discuss the essence of this or that task, its meaning, how it can be useful in the future. The teacher pays special attention to self-examination of children. He shows them how to detect and correct the error. The teacher teaches children how to interact in groups. Together they seek a common solution, analyze conflicts, find ways to resolve them.

Achievement map

It acts as one of the most effective methods for the formation of the UAL. Each child creates his own card, which indicates his achievements in one or another field. For her, a special place can be assigned to the stand. It is presented, as a rule, in the form of a notebook, in which all the results achieved are schematically reflected. The card can help children in:

1. A conscious choice of the material that is more suitable for solving problems.
2. Identification and understanding of their individual path of advancement in mastering discipline.
3. Planning for further action.

Conclusion

Formation of the UAL is carried out within the framework of assimilation of various disciplines. This process is systematic, purposeful. It is realized through various subject areas, extracurricular activities. All actions are specified by GEF. Formation of the DUS in the primary school is in accordance with the scheme indicated in the thematic planning. Standards define key points in the choice of content, planning and organization of the entire educational process. This takes into account the age and psychological characteristics of children. Ways to take into account the degree of formation of universal actions are present in the requirements for the indicators of the development of each discipline and in programs for after-hour activities. The results are determined for each specific class. They act as a guide in organizing monitoring of achievements.