Cognitive UUD their forming in school

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2019-02-25 14:00:51

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Under the universal educational actions, you should understand ways to explore the world, create a self-exploration process of the search. This set of operations, systematization, processing, generalization and the subsequent application of the findings. Let us further consider the formation of cognitive UUD in modern pedagogical practice. cognitive Uud

General information

The ECU is the complex generalized learner's actions, skills and abilities associated with them. They provide the ability to independently assimilate new information, skills, knowledge, conscious and active social experience, self-improvement. Its integrative nature allows you to define this system action as a universal key competence. Through it is provided "the ability to learn." Core competence is defined as a personal Bondarevskiy-conscious included in the subjective experience of the individual sense of the knowledge system, skills that have universal value. This means that it can be applied in different types of activities in the process of solving many important problems.

Classification

The Developers of the FSES there are the following types WOOD:

  1. Reguljativnye.
  2. Poznavateljnyj.
  3. Kommunikativnaia.
  4. Lichnostnye.

The Latter give meaning to the learning process. They are aimed at the adoption, the awareness of the students life values. Thanks to them students can navigate the ethical rules and regulations. Regulatory action provides organization of training activities. This is achieved by setting goals, forecasting and planning, monitoring and adjusting action, and evaluating the effectiveness of learning. Communicative UUD ensure cooperation. It implies the ability to listen, understand, plan and consistently work together. Communication in action allows you to effectively allocate Rodi, to establish mutual control of action. As the result students acquire the skills of debate, consensus-building. cognitive Uud in elementary school

Cognitive UUD

This area includes logic, General educational activities, the formulation and solution of the problem. For the modern student is extremely important skill to navigate the flood of information it receives during learning. For effective knowledge acquisition is needed to process and digest the material, to search for missing information, comprehend the texts. The student should be able to choose the most effective methods of solving problems based on specific conditions, to monitor and evaluate the process and outcomes of their activities, to implement reflection methods and circumstances of action, and to formulate, put problems.

Structure

Cognitive UUD the lessons involve the following skills:

  1. Reading and listening, selecting the right data, finding them additional sources, in textbooks, journals, literature.
  2. To Understand the problem.
  3. Perform analytical, synthesis, comparison, classification operations, to formulate causal relationships, making inferences and generalizations.
  4. Exercise cognitive UUD in mental and materialized forms.
  5. To Understand the information presented and the model schematic, pictorial views, use of iconic and symbolic tools in solving a variety of tasks.

Technical skills

The Formation of cognitive UUD the lessons is carried out by selection of the tasks for which the correct results solutions cannot be found ready-made in the textbook. With this in illustrations and texts present the tips, using which, the student may correctly solve the task. In the framework of the search and selection of necessary information, structure knowledge uses a variety of pedagogical techniques. With their help, formulated and improved cognitive UUD. Mathematics is the subject in which you can use:

  • "Your examples". Students come up with tasks, preparing examples for new material, offer ideas for further application of the received information.
  • "helping teacher." The teacher leverages the circumstances under which children can assist him. For example, the teacher encourages them to voluntarily develop material for later use in the classroom. For example, it can be set for tests. an educational math Uud

Cognitive UUD: "Russian language"

One of the mostapplied techniques is the repetition with control. Children make up lists of issues throughout the theme studied. Some students ask questions and the other (on call asking a classmate or teacher) to answer. You can also hold a competition for the best list. For example, in the study of the nouns children pose questions such as:

  • What is a noun?
  • What does it mean?
  • What are the names sushestvitelnoe characterize animate objects?
  • How to change nouns?
  • What questions can you answer inanimate nouns?
  • How is the family?
  • What are the spelling rules are used for proper names?

Control

Cognitive UUD in mathematics lessons, for example, may include:

  • Training checklist. The teacher holds them in the ordinary way, but estimates put the journal at the request of students.
  • Bitcontrol. Within 7-10 minutes the teacher conducted a written survey at a rapid pace. Thus, to determine the level of learning the skills that are necessary for further productive work. To give answers to the teacher. Also effective in this case and a self-test, when the teacher shows or dictates the correct answers. In such bitcontrol very important to establish rules, which will be the assessment. For example, if out of 7 assignments 6-7 correct, score 5, if 4 is correct, then, consequently, 4.
  • A Survey result. Towards the end of the lesson, the teacher asks questions that encourage reflection. Formulating questions can be performed by the children themselves. cognitive Uud Russian language

Simulations

This is a special cognitive UUD, which includes the iconic and symbolic actions. For example, in the study of the human body, students present it to the model yourself. Symbolic cognitive UUD in mathematics lessons could include the construction of logic circuits and chains of reasoning, summarizing the given concepts, deducing consequences.

Games

The Game of "Yes and no" facilitates the linking of disparate facts into one. Cognitive UUD this type put children in an active position. They learn to systematize obtained information, listen and understand the words of classmates. The essence of the game is that the teacher thinks of a subject, number or any historical/literary character. Students need to learn. They can ask questions that suggest the answers are "Yes" or "no". Story "the chain". The teacher starts the survey, with one student. At a certain place, he interrupts him with a gesture, offering another child to continue. Uud regulatory cognitive communicative

Algorithms

Cognitive UUD lessons contribute to the solution of problems of search and creative character. In the process of learning the teacher can use the following techniques:

  • Fantastic Supplement. Telling the subject, the teacher may, for example, to transfer a literary or a real hero in time to exclude him from the work. As the "fantastic element" may be the addition of any hero with a subsequent analysis of the alleged events. Interesting is the consideration of a situation with extraordinary point of view, for example, through the eyes of an ancient Egyptian or alien.
  • The Intersection of those. The formation of cognitive UUD may involve the creation or selection of tasks, examples and questions, which the material submitted for the current lesson, is associated with previously studied.

Amazing facts

Of Particular importance are cognitive UUD in elementary school. The teacher finds that the plane of the examination subject, in which ordinary things become amazing. In this case we are talking about the statement of the problem, creating a conflicting situation and awareness of its students. So, for example, using cognitive UUD in elementary school, it is possible to effectively present the material on the theme "water". The teacher tells an interesting story about that in one African country, children read about the amazing country where people can walk on water, and indeed it is. The teacher asks the students to look out of the window, followed by snow. Thus, the teacher explains the different States of water and its properties. cognitive Uud younger students

Design

Methods it contains, act as the most effective cognitive UUD younger students. 3rd grade kids learn to create presentations on the computer. They also are given the task of drafting a electronic photo albums, recording movies on the topics studied. Design can be used ondifferent lessons: math, world, reading and so on.

Results of the use of the action

In the work of the teacher is important not only the application but also the continuous development of cognitive UUD. With regular use of certain techniques, discussed above, and compiled independently, it is noted intense professional growth of the teacher. Such teaching provides the students the ability to self-improvement and self-development by gaining new experiences. Accordingly, there has been progress in the educational actions of the students themselves. Improving the ability to acquire knowledge, in turn, acts as a key competence of the student in the framework of the GEF.

Approaches

Currently, methods of forming cognitive UUD discusses such figures as Peterson, Volodarskaya, Karabanov, Burmenskaya, Asmolov. Conceptually, the idea of Peterson, for example, is that of universal learning actions are created just as any other skill. The latter, in turn, passes through several stages:

  1. View of the situation, the initial experience and motivation.
  2. Knowledge and method of implementation of the action.
  3. Practice in the application of the obtained information, correction and self-control.
  4. Test the ability to perform actions.

The same way, according to Peterson, are students in the formation of the OOD.

Problem Statement

To teach students to formulate and pose the problem, you must:

  • Create the ground for formation of experience and the ability to detect the problem.
  • To Explain the concept.
  • To Explain the importance of their own skills to formulate and put problems.
  • To Explain how to identify and compile a task.

The Child must be able consciously to formulate the problem. After the theoretical and practical knowledge to exercise control over the acquired knowledge. the development of cognitive Uud

Specifications

Achieving goals - ability to formulate and to put the problem does not occur in one lesson. To solve the problem is possible only through systematic use of problem-dialogical, activity-based methods. Their application will allow to create necessary cognitive UUD in children. In the book about the methodology of research training Savenkov considers the problem of uncertainty and difficulty. To fix it requires action focused on the study of all elements associated with the situation. In the present edition the tasks, allowing to develop the ability to see, identify the problem, to put forward various hypotheses, formulate questions, make generalizations, inferences. For the teacher it is extremely important to develop a system-designed assignments, exercises, test activities.

Inductive method

At the design stage of an exit from a difficult situation, the teacher generates students ' cognitive UUD. Thus, there are General educational activities. They include iconic and symbolic of the OOD - modelling of the situation and out of it. In the process is selection of the most effective solutions of the tasks based on specific conditions. This implies that most of the information to be studied, for example, the lessons of the world, you must enter the inductive method. It involves the observation and comparison of paintings, drawings, photographs, complete the proposed tasks, the solution directly in the process of learning appeared difficult situations. The problem and inductive approaches that require the children thinking and making arguments, contribute to the formation and improvement of cognitive UUD.

Conclusion

The Formation of UUD is now regarded as one of the priorities of modern education. The standards that operated in the old days, the emphasis on contents of the learning process. The basis of education was the amount of skills, abilities, knowledge which every child should learn. Modern practice shows that the demands to the level of training for specific subjects, do not guarantee successful socialization of the student after completing school. It is critical to acquire the interdisciplinary skills to organize their own activities.


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Alin Trodden - author of the article, editor
"Hi, I'm Alin Trodden. I write texts, read books, and look for impressions. And I'm not bad at telling you about it. I am always happy to participate in interesting projects."

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