Content Introduction Chapter 1 Theoretical foundations for the formation of universal educational activities among primary school students



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Regulatory actions ensure that students organize their learning activities. These include:

  • goal-setting as the setting of an educational task based on the correlation of what is already known and learned by the students, and what is still unknown;

  • planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions;

  • forecasting - anticipation of the result and the level of assimilation, its temporal characteristics;

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

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

  • assessment - the selection and awareness by students of what has already been learned and what is still to be learned, awareness of the quality and level of assimilation.4

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

Cognitive universal learning activities include:

  • general education ,

  • brain teaser,

  • problem setting and problem solving activities.

General educational universal actions:

  • independent selection and formulation of a cognitive goal;

  • search and selection of the necessary information; application of information retrieval methods, including using computer tools;

  • structuring knowledge;

  • conscious and arbitrary construction of a speech statement in oral and written form;

  • selection of the most effective ways of solving problems depending on specific conditions;

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

  • statement and formulation of the problem, independent creation of activity algorithms in solving problems of a creative and exploratory nature.

Sign-symbolic actions constitute a special group of general educational universal actions:

  • modeling - transformation of an object from a sensual form into a model, where the essential characteristics of the object are highlighted (spatial-graphic or sign-symbolic);

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

Universal logical actions include:

  • analysis of objects in order to highlight features (essential, non-essential)

  • synthesis as a compilation of a whole from parts, including independently completing construction, filling in the missing components;

  • choice of grounds and criteria for comparison, seriation , classification of objects;

  • summing up under concepts, deducing consequences;

  • establishing causal relationships,

  • building a logical chain of reasoning,

  • proof;

  • hypotheses and their justification.

Problem solving and problem solving:

  • problem formulation;

  • independent creation of ways to solve problems of a creative and exploratory nature.


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