Implementation of activity approach technology as an effective condition for improving the quality of education. Activity approach to learning

Didactic principles of the activity approach:

1) The principle of activity is that the formation of the student’s personality and his advancement in development is carried out not when he perceives ready-made knowledge, but in the process of his own activity aimed at “discovering” new knowledge for him.

2) The principle of continuity means such an organization of training when the result of activity at each previous stage ensures the beginning of the next stage. The continuity of the process ensures the invariance of technology, as well as continuity between all stages of training in content and methodology.

3,) The principle of a holistic idea of the world means that the child must form a generalized, holistic idea of the world (nature - society - himself), about the role and place of each science in the system of sciences.

4) The minimax principle is that the school offers each student the content of education at the maximum (creative) level and ensures its assimilation at the level of a socially safe minimum (state knowledge standard).

5) The principle of psychological comfort involves the removal of stress-forming factors in the educational process, the creation of a friendly atmosphere in the school, focused on the implementation of the ideas of cooperation pedagogy.

b) The principle of variability presupposes the development of variable thinking in students, that is, an understanding of the possibility of various options for solving a problem, the formation of the ability to systematically enumerate options and select the optimal option.

7) The principle of creativity presupposes a maximum focus on creativity in the educational activities of schoolchildren, their acquisition of their own experience of creative activity.

The presented system of didactic principles ensures the transfer of knowledge to children in accordance with the basic didactic requirements of the traditional school model.

The analysis shows that the listed didactic principles are to a certain extent necessary and sufficient for organizing the learning process in the new educational paradigm. Thus, the principle of activity identifies the actor in the basic process and establishes requirements for the developmental and educational goals of training; the principle of continuity ensures the invariance of the implemented norm; the principle of a holistic view of the world sets the requirements for meaningful learning goals; the principle of variability provides for the possibility of different levels of achieving goals in accordance with the self-determination of students; the minimax principle regulates the procedure for monitoring the achievement of educational goals; the principle of creativity determines the boundaries of a high level of training in the subject; the principle of psychological comfort establishes requirements for organizing interaction between teacher and student. Thus, requirements are imposed on each element of the system to ensure the reproducibility of its functions, which justifies their sufficiency. On the other hand, they are independent of each other, which justifies their necessity. Consequently, the didactic principles formulated above set a system of necessary and sufficient conditions for the functioning of a school as an education system that implements an activity-based approach.

There are three types of activities that differ in their attitude to the norm

self-determination

rulemaking

standardization

Self-determination involves correlating the proposed norm of activity with the current level of abilities (“I can”) and the value system (“I want”). Self-determination can be both positive and negative.

with positive self-determination, the presence of abilities to implement a given norm of activity and the need to be included in this activity is recorded

Norm implementation (performing activity) involves the reproduction of a known norm of activity, its result is a transformed product.

Rule-making (managerial activity) involves the construction of a new norm of activity.

Self-realization is understood as the process of norm-realization in conditions of the feasibility of a known norm and rule-making in conditions of crisis (impossibility) of a known norm, and self-development is the process of self-determination and self-realization.

An expanded cycle of reflection was chosen as a method to ensure the realization of the goal of self-determination and self-realization.

The structure of educational activities includes all types of activities (self-determination, norm-realization, norm-making) and reflection by students of their own activities, and therefore provides systematic training of activity abilities.

The technology of the activity method includes the following sequence of steps:

Step 1 – Self-determination for activity

At this stage, the student’s positive self-determination for activities in the lesson is organized, namely:

1) conditions are created for the emergence of an internal need for inclusion in activities (“I want”);

2) the content area (“I can”) is highlighted.

Step 2 – Updating knowledge and recording difficulties

This stage involves, firstly, preparing children’s thinking for design activities:

updating knowledge, skills and abilities sufficient to build a new way of action;

training of appropriate mental operations. At the end of the stage, a difficulty is created in the individual activities of students, which is recorded by them themselves.

Step 3 - Setting a learning task

1. Students correlate their actions with the method of action used (algorithm, concept, etc.), identify and record in external speech the cause of the difficulty.

2. The teacher organizes the communicative activities of students to study the problem situation that has arisen in the form of a heuristic conversation.

3. Goal setting, formulation

(or clarification) of the topic of the lesson.

4. Construction of a project for solving the problem of “discovery” of new knowledge by children:

1. Students choose a method for resolving a problem situation, and based on the chosen method, they put forward and test hypotheses.

2. The teacher organizes the collective activity of children in the form of brainstorming (leading dialogue, stimulating dialogue, etc.).

3. After constructing and justifying a new way of action, the new way of action is fixed in speech originally in accordance with the formulations and designations accepted in the culture.

Step 4 - Primary consolidation in external speech

Students, in the form of communicative interaction, solve standard tasks for a new method of action, pronouncing the established algorithm in external speech.

Step 5 - Independent work with self-test according to the standard

individual form of work: students independently complete tasks to apply a new method of action, self-test them, step by step comparing them with a model, and evaluate it themselves.

The emotional focus of the stage is to organize a situation of success that facilitates the inclusion of students in further cognitive activity.

Step 6 - Inclusion in the knowledge system and repetition

At this stage, new knowledge is included in the knowledge system. If necessary, tasks are performed to train previously studied algorithms and prepare for the introduction of new knowledge in subsequent lessons.

Step 7 - Reflection on activity (lesson summary)

Self-assessment of students' activities in the lesson is organized.

Finally, the degree of compliance with the set goal and performance results is recorded and goals for subsequent activities are outlined.

Activity-oriented lessons on goal setting can be divided into four groups:

lessons in discovering new knowledge;

reflection lessons;

lessons of general methodological orientation;

lessons of developmental control

The activity approach is based on the position that a person’s psychological abilities are the result of the transformation of external objective activity into internal mental activity through successive transformations. (Second generation standards)

Activity is an active interaction with the surrounding reality, during which a person acts as a subject purposefully influencing an object and thus satisfying his needs. Activity is characterized by the following elements: motives that motivate the subject to activity; goals - the results towards which the activity is aimed, the means by which the activity is carried out.

In relation to the educational process and the activities carried out during its course, we can distinguish the individual educational activity of the student. Education is individual work, which, when properly organized, ensures the very movement towards self-improvement and the manifestation of a person’s abilities and talents. (Bayborodova L.V. Supporting the educational activities of rural schoolchildren: Monograph. - Yaroslavl; M.: Research Center for Problems of Quality of Training of Specialists, 2008.)

An individual educational program is one of the possible projects for students’ educational activities. It involves the student taking responsibility for his own education, awareness of its purpose, understanding the characteristics of his learning style and, based on this, direct design of educational activities, planning of specific actions to organize educational activities and its reflection. Educational activity should become an active and reflective process for the student.

Innovative activity (innovation) is a mechanism for the development of an educational institution. It is a complex integral cycle consisting of separate, but interconnected and predetermining phases:

Phase 1 - analysis of difficulties in the “old” practice;

Phase 2 - searching for the causes of difficulties and stating the problem;

Phase 3 - problem solving through the search or development of “new” (innovation);

Phase 4 - testing the innovation in experimental activities and its correction;

Phase 5 - transfer of proven innovation to traditional (“old”) practice.

Innovative activity is collective in nature and is accompanied by constant reflective discussions. The result of innovative activity is a qualitatively new educational practice.

Quality is the compliance of labor results with specified standards.

In the field of education, quality is the standard level that the “products” of the education industry must meet.

Quality in the narrow sense is the quality of results:

Education of schoolchildren;

Level of development of general educational skills;

Level of proficiency in creative activities;

Level of education;

Level of personality development in mental, social, biological aspects;

2.2. Relevance of the project

The emphasis in the development of pedagogical technologies in all developed countries of the world is on teaching the ability to independently obtain the necessary information, identify problems, set tasks, find ways to solve them rationally, analyze the knowledge gained and apply it in practice. Solving these problems is possible by organizing the educational process based on an activity-based approach to teaching. The implementation of the activity approach sets specific requirements for the level of professionalism of the teacher. A survey of 17 teachers from our school (2010) showed that 25% of teachers would like to work in a traditional school and do not quite believe in the possibilities of different approaches, 50% are trying their hand at using elements of new technologies, 60% expressed their readiness to study ICT , 75% - expressed readiness to implement new technologies, 4% - could not determine their position on this issue. Updating the education system as a whole, creating a school based on the principles of humane pedagogy, effective educational technologies and the main goal of education (Second Generation Standards) require a new quality of the educational process.

The fundamental difference between the educational Standards of the second generation is the strengthening of their orientation towards the results of education as the achievement of the main goal of education - the development of the student’s personality based on the development of universal methods of activity. The learning process is understood not simply as the assimilation of a system of knowledge, skills and abilities that form the instrumental basis of the student’s competencies, but also as a process of personal development, acquisition of spiritual and moral experience and social competence.

A feature of the implementation of the activity approach in the development of Education Standards is that the goals of general education are presented in the form of a system of key tasks that reflect the directions for the formation of personal qualities (such construction of goals makes it possible to justify not only the methods of action that should be formed in the educational process, but also the content of education in their relationships).

If the priority of society and the education system is the ability of young people entering life to independently solve the new, still unknown tasks that face them, then the result of education is “measured” by the experience of solving such problems. Then, along with general literacy, such qualities of the graduate as, for example, development and testing of hypotheses, ability to work in project mode, initiative in decision-making, etc. come to the fore. They become one of the significant expected results of education and the subject of standardization. Such a result is “measured” in an unconventional way - in terms of “supra-subject” abilities, qualities, and skills.

The actualization of the activity approach in developing the concept of the second generation General Education Standards is due to the fact that its consistent implementation increases the effectiveness of education in the following indicators:

making educational results socially and personally significant;

more flexible and durable assimilation of knowledge by students, the possibility of their independent movement in the field of study;

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

a significant increase in motivation and interest in learning;

providing conditions for general cultural and personal development based on the formation of universal educational activities that ensure not only the successful acquisition of knowledge, skills and abilities, but also the formation of a picture of the world, competencies in any subject area of cognition.

The activity approach in educational Standards allows us to highlight the main results of training and education, expressed in terms of the key tasks of student development and the formation of universal methods of educational and cognitive actions, which should be the basis for the selection and structuring of the content of education.

The content of key tasks reflects the directions of formation of personality qualities and together determines the result of general education: The main results of training and education in relation to the achievements of personal, social, cognitive and communicative development provide ample opportunities for students to master knowledge, skills, personal competencies, abilities, mobilization and readiness to understand the world, learn, cooperate, self-education and self-development.

A goal is a specific, qualitatively, and where possible, quantitatively characterized image of the desired (expected) result that must be achieved by a clearly defined point in time, defined as a set of ways of a student’s actions that ensure his ability to independently acquire new knowledge and skills, including the organization of this process. The results of the study of legislative documents and scientific and pedagogical heritage revealed that educational technologies play an important role in ensuring the quality of education. New quality cannot be achieved using only traditional teaching methods. It is necessary to use new pedagogical and information technologies. These are, first of all, technologies of the activity approach in education - collaborative learning, multi-level learning, project method, etc.

2.3. Research apparatus

The apparatus for studying the problem of implementing the activity approach in the education of students in our school is determined by the content of the project. These are: analysis of literature on the project problem; study and generalization of pedagogical experience in the field of implementation of activity approach technology; modeling; survey; observation; methods of mathematical statistics.

The purpose of the study is to create a model of a new promising adaptive school as the most responsive to changing social and pedagogical conditions based on the implementation of activity approach technology

The object of research is the educational process.

The subject of the study is the pedagogical conditions for using the activity approach technology in the educational process.

The course of the study was determined by the following hypothesis: a significant relationship between the content and nature of the educational process, focused on self-determination of the student’s personality, and the level of management of this process suggests that effective results are possible if:

Pedagogical foundations for managing the educational process have been developed, including a theoretical aspect - modeling the educational process using an activity-based approach - and an organizational and pedagogical aspect - content, forms and methods of constructing the educational process using activity-based approach technology;

Pedagogical conditions have been created for individual self-determination (pre-profile preparation, individual educational plans at the senior level of education, additional education, pedagogical diagnostics).

In accordance with the goal and hypothesis, the following tasks are set in the work:

1. Study and analyze the problem of an individual’s readiness for self-determination.

2. Clarify and specify the concepts of “self-determination”, “activity-based approach technology”, “pre-profile preparation”, “quality of education”.

3. Carry out modeling of school development.

4. Develop pedagogical foundations for managing the educational process, built on the basis of an activity approach.

5. To improve the qualifications of teachers in order to be included in innovative activities to introduce activity-based approach technology in education and implement school-wide projects: “Health”, “Portfolio”, etc.

6. Develop and experimentally test pedagogical conditions for successful personal self-determination (pre-profile preparation, additional education, pedagogical diagnostics).

2.4. Expected Result

I stage:

Creation of a solid base of knowledge, skills and abilities necessary for the transition to basic school;

The teacher introduces students to the sphere of the educational subject, creates an atmosphere of emotional involvement, arousing interest in the subject, lays the foundations of systemic knowledge, works out the technique of performing activities when solving various educational tasks (i.e., teaching how to learn), ensuring the success of his school career in the future. the release itself);

Gradual increase in cognitive tasks with mandatory achievement of state standards at the finish line;

Developing personality, protecting the individuality of students, we teach them to recognize themselves as members of a single team that successfully solves the problems of training and education.

II stage:

Students move on to studying the fundamentals of science, to establishing a unified system of knowledge obtained in different disciplines;

By mastering educational material, schoolchildren learn to discover connections and relationships, master the ability to formulate judgments and conclusions, and draw analogies;

Development of skills of systematization, classification, generalization and specification (learn to think);

Expanding the content of education through the introduction of new subjects, enhancing cognitive activity through electives, clubs, developmental hours, etc.;

The ability to work with literature, select and systematize scientific material, make communications, reports on a given topic, draw up a plan, theses, notes, etc.;

The ability to use the knowledge and skills acquired when studying one subject when studying another;

There remains a need for differentiated assistance to students through correctional individual and group classes.

III stage

Specification of students' cognitive interests;

Deepening knowledge in various subject projects;

Group and individual research activities;

Lesson learning activities are carried out through advanced level technologies: lectures, seminars, tests, blocks, etc.

Creation of an individual educational program.

However, to create an individual educational program, route and realize personal potential in the educational process, the student needs some developed skills. The basic one among them is “to be able to learn.” It involves understanding what learning is, what knowledge is, and what different types of demands exist in different types of learning situations. It also includes the ability to analyze a situation, record difficulties, and make decisions; ability to search, process, use and present information (including independent work in the library, ability to work with data, etc.).

A student’s acquisition of experience in independent movement, self-determination, making independent decisions, and developing their own educational and development strategies is possible with:

formation of appropriate learning motivation, desire to learn, need for self-education and self-development;

awareness and understanding of one’s personal intellectual, psychological, social capabilities;

adequate self-assessment of one’s educational achievements;

mastering skills and abilities of self-organization;

the student’s reflexive attitude towards his own educational and cognitive activities.

The student’s acquisition of experience in independently constructing individual educational activities (IEA) requires special psychological and pedagogical support.

teacher - organizer, consultant, leader, leading the student to a higher level of generalization and abstraction, causal explanation of phenomena, the ability to argue and prove their positions, connect the phenomena being studied into a system, and identify broad analogies;

cognitive activity is subject to a specific personal goal;

the formation of a scientific style of thinking, which, being a stable personality quality, acts as a necessary condition for self-education, the formation of the ability to independently acquire knowledge;

intellectual preparation for further continuation of psychological and pedagogical support.

Teaching staff

formation of motivation for the majority of the teaching staff to begin and continue innovative activities;

qualitative growth of professional activity of teachers: study and implementation of professional education; generalization of individual teaching experience - creation of the foundations of the school’s PPE bank;

advanced training through self-education, advanced training courses, participation in professional associations of teachers;

active participation in innovation activities;

further formation of teaching materials in the light of the tasks assigned to the school.

A promising school development model

Primary School

10-11 grade

Ped. team

Basic subjects

Moral and ethical programs

System of physical education and health activities

Subject clubs and electives

Library lessons

Sports sections and general physical training

Pre-profile preparation through a system of elective courses.

Work according to individual plans

Self-education

Refresher courses

Master classes

Participation in innovative work

Problem groups

2.5. Implementation of the activity approach in educational practice

The goals of the educational and educational systems of the school will be achieved by solving the problems set by the school within the framework of the new content of education and upbringing of students, carried out using activity technologies.

The main tasks of the school.

The school’s objectives are determined in three areas of the educational process.

1. Development tasks.

Determine the content of education in primary school (grades 1–4) of a developmental, general nature. Introduce developmental education starting in 2012 using the “Planet of Knowledge” teaching materials in the first grade of the first stage of education. Include variable courses designed to form students’ initial ideas, which they can develop at the next stage of education through pre-professional training.

Create conditions for identifying, developing and realizing the abilities of students (5–9 grades) using the possibilities of pre-profile training. Introduce pre-vocational training in grades 8-9, including: informational, psychological and pedagogical support for schoolchildren’s choice of method of further education.

Provide an opportunity to identify and develop the interests and professional inclinations of students, training in IEP (grades 10–11).

To develop the cognitive and research skills of schoolchildren, to encourage the creative activity of students through the implementation of the school program “Gifted Children”

Develop the ability to set goals, plan work, work and achieve results, analyze and evaluate your activities.

2. Learning objectives.

Ensure that all students achieve the mandatory minimum education content requirements in the educational areas of the basic curriculum.

Using the capabilities of the traditional training program in grades 1–4 according to the educational educational complex “School of Russia”, pre-profile training in grades 9-11, and various local innovations, to improve the quality of education of schoolchildren on average by 2015 at all levels of education at the subject level;

To provide school students with the opportunity to receive a more in-depth study of individual subjects and areas of knowledge, determining their attitude and interest in various fields of activity.

To increase the level of formation of “universal learning actions” that ensure the “ability to learn.”

Provide every student with the opportunity to receive additional education in accordance with their interests.

3. Objectives of education.

Raising a viable personality through physical education and recreation using forms and methods of health-saving technologies.

To develop the ability to perceive the world emotionally and with values.

To form a culture of life and professional self-determination of students.

Instill self-organization skills.

To educate and develop the student’s personality traits necessary for future professional activity.

To educate a citizen, a patriot based on universal human values.

By fulfilling the tasks set for itself in the process of upbringing and education, the school moves to a higher quality level of student education, based on the modernization of school education as part of the implementation of activity-based approach technologies and the use of elements of innovative technologies. In modern conditions of modernization of education, the school is moving to a qualitatively new model “Our school is a School of informed choice.”

school development programs. Control program. Preparation and implementation Programsdevelopment schools are carried out by pedagogical...

Development program (24)

Program

4. Implementation budget programsdevelopment 5. Implementation management mechanisms programsdevelopment PASSPORT PROGRAMS Name programsProgramdevelopment Municipal educational institution Novokamenskaya average...

Competent.

Control questions:

Characteristics of the system-activity approach (8 characteristics).
Characteristics of the components of the structure of educational activities (3 components).
The concept of a competency-based approach. Characteristics of competence levels.
Types of professional competencies of a teacher (7 types).

Issues for discussion:

1. Characteristics of the system-activity approach as the basis of the primary education system according to new standards.

2. The essence of the activity-based approach to learning.

3. Characteristics of the components of educational activities.

4. An activity-based approach to organizing a teacher’s activities. Application of “active” teaching methods.

Activity approach in new standards of primary education.

6. The essence of the competency-based approach to training.

7. The relationship between the concepts of competence and competencies.

8. Characteristics of key competencies and levels of competence.

Competency-based approach in new standards of primary education.

Test task No. 2:

Make a table:

Literature:

1. Federal State Educational Standard for Primary Education.

2. Basic educational program of primary education.

3. Episheva O.B., Trushnikov D.Yu. Innovative processes in education. – Tyumen, 2009.

4. Golovanova N.F. General pedagogy. – St. Petersburg, 2005. – p. 198 – 200.

See materials for the seminar (electronic and printed)

MATERIALS FOR SEMINARS 1 AND 2

Main educational program

Federal State Educational Standard for Primary Education (2 generations)

The implementation of the main educational program is based on a system-activity approach, which assumes:

Education and development of personality traits that meet the requirements of the information society, innovative economy, and the tasks of building a Russian civil society

society based on the principles of tolerance, dialogue of cultures and respect for its multinational, multilingual, multicultural and multireligious composition;

Transition to a strategy of social design and construction based on the development of content and educational technologies that determine the ways and means of achieving a socially desired level (result) of personal and cognitive development of students;

Orientation towards achieving the goal and main result of education - the development of the student’s personality based on the mastery of universal educational actions, knowledge and mastery of the world;

Recognition of the decisive role of the content of education, methods of organizing educational activities and educational cooperation in achieving the goals of personal and social development of students;

Taking into account the individual age, psychological and physiological characteristics of students, the role and significance of types of activities and forms of communication when determining

Educational goals and ways to achieve them;

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

A variety of individual educational trajectories and individual development of each student (including gifted children and children with disabilities), ensuring the growth of creative potential, cognitive motives, enrichment of forms of educational cooperation and expansion of the zone of proximal development.

Activity-based approach to learning

5.1. The concept of an activity-based approach to learning

Activities in psychology they call the process of human activity associated with his interaction with the surrounding reality and focus on a specific subject of activity (creation of a product of activity, acquisition of knowledge, self-development), which can be carried out in different types (differing in subject content) and at different levels. In some types of activities, the actions are internal (separated from practical actions), in others they are external (the product of which is expressed in some object). But in any human activity they participate theoretical actions, and the more complex the practice, the more significant the role of preliminary theoretical actions. Theoretical actions, in turn, can take place both in internal and external forms (which makes it possible to make them visible and thereby helps to master them). External and internal activities have a common structure, so there are constant interactions and transitions between them.

Educational activities they call activities aimed at assimilating the knowledge accumulated by society about the subject of study and general techniques for solving related problems; Without it, it is impossible to master other types of human activity - production work, artistic creativity, sports, etc. This is a special form of student activity aimed at changing oneself as a subject of learning, the main type of activity of schoolchildren, forming not only knowledge, abilities and skills, but also abilities, attitudes, volitional and emotional qualities, i.e. personality as a whole. Based on the analysis of the primary education system D.B. Elkonin in 1961 put forward a hypothesis about educational activity and its structure, about the need to organize a special type of activity for students and the need to organize the assimilation of methods of this activity.

The theory of educational activity shows that the assimilation of learning content occurs not by transferring some information to him, but in the process of his own active activity. This position forms the psychological basis of the concept activity approach to learning, which, according to the characterization of N.F. Talyzina, raised questions in a new way about the relationship between students’ knowledge, skills and abilities and their development in educational activities. Knowledge is acquired only in activity, behind the student’s skills and abilities there is always action with certain characteristics (perception, awareness, memorization, reproduction, etc.).

Formation of educational activities- this is an adult’s management of the process of developing students’ educational activities. Under this controlling influence, the child relatively quickly becomes a subject of educational activity, and then, as its formative “levers” weaken, we can talk about its development. Formation of educational activities- this is the improvement of each of its components and their interaction. At the same time, the ratio of pedagogical guidance and student independence should change in the process of educational activities and correspond to the level of personal development. Levels of learning activities as a whole and its individual components should be considered as important qualitative characteristics of the effectiveness of students and teachers.

From the standpoint of the general theory of activity, psychologists distinguish between the concepts " educational activities" And " doctrine"; the first is broader than the second, because it simultaneously includes both the activity of the teacher and the activity of the student. Psychologists consider the concept of "learning" as a set of mental processes caused by mental mechanisms, and in connection with the cognitive activity of the student. Hence the concept " educational and cognitive activity"- the main and at the same time the most complex type of educational activity, which, according to G.I. Shchukina, most fully characterizes the learning process: this is a special activity necessary for society, for the growing person himself, a joint form of cooperation between an adult and a schoolchild, in which both cognitive processes and socialization of the individual take place.

The theory of educational activity shows that the assimilation of the content of learning and the development of the student occurs in the process of his own active educational and cognitive activity of perception, comprehension, memorization, application, generalization and systematization of information, control and evaluation of its assimilation. These processes form full cycle of student’s educational and cognitive activity.

5.2. Structure of educational activities

The main structural component of educational activities is learning task- a generalized goal of activity, set (formulated) for students in the form of an educational task, by completing which students acquire relevant knowledge and skills, learn to learn. The statement of the educational task is motivational and orientation link - the first link of educational activity; awareness of the motive-goal-result triad is an important prerequisite for educational activities. Its second (central) link is performing, i.e. learning activities to solve a learning problem. The most rational set of actions and operations performed in a certain order and serving to solve educational problems, E.N. Kabanova-Meller calls reception of educational activities. The scheme of actions and operations (composition of the reception) can be presented in the form of a rule, instruction, prescription, etc.; the correct technique allows generalization, specialization and specification, has the property of being transferable to another task, it can be rebuilt and another technique can be created on this basis. The formation of each method of students' educational activity contains a number of stages: diagnostics of the formation of the method; setting goals (mastering a method of activity); introduction of the technique (instruction); practicing the technique; operational control; application of the technique in standard situations; reception generalization and transfer training; consolidation of generalized techniques (in various situations); learning to find new methods of educational activities. The final link of educational activity is control and evaluation, based on certain criteria for acquiring knowledge and methods of activity.

Figure 1 shows a variant of the component composition of students' educational activities. From it, in particular, it is clear that the holistic process of formation of educational activity also means the formation in a person readiness for activity. Different interpretations of the concept " readiness for activity"are determined by the specific structure of activity. Thus, readiness for activity is considered as a starting quality that allows the individual to connect with the process of activity, since its presence sets a certain state of a person for performing internal and external actions.

The fundamental stage of mastering an activity is its Adoption subject of activity, need in it. The need for activity is the main source and driving force of human activity, his need for the subject of activity. Thus, motive of activity- this is a form of manifestation of need, something that encourages activity. Thanks to the motive, the activity does not close on itself, it orients it towards something broader, lying outside the activity, important and significant for the individual; The intensity of activity depends on the motive. Therefore, the central, system-forming component of the activity system is its target, clearly defined, it “cements” the entire system of actions that make up the activity. The emergence, isolation, definition, awareness of goals is called goal setting; its final stage is the development criteria for achieving the goal, which are described by quantitative and qualitative characteristics.

What and how a person should do to achieve a goal is described program of activities, and corresponds to any action way his execution. The system of operations for performing one or another action is indicative basis its implementation (P.Ya. Galperin). The most rational system of actions and operations, performed in a certain order and serving to solve activity problems (in this case, educational tasks) E.N. Kabanova-Meller calls reception of activity. Activity techniques allow for independent choice of operations to solve problems, and this distinguishes them from algorithms (which involve rigid execution of steps). Methods of educational activities can be of varying degrees of complexity and generality, one generalized technique replaces several particular ones (which become variants of a generalized technique) and creates an indicative basis for activities for solving an entire class of educational problems, and serves as the basis for transferring the solution method to other problems.

Conscious mastery of the method of educational activity is called skill; a skill brought to a realistically possible level of automatism - skill(E.N. Kabanova-Meller); the learned technique is called way of learning activities(I.S. Yakimanskaya), is a personal new formation and can be a “discovery” of the student himself. If a person’s efforts are aimed at mastering general methods of action, his activity becomes targeted. At the same time, the program of activities changes - from a linear nature to highlighting a hierarchy of goals. Similarly formed information basis for activities- a set of information that characterizes the objective and subjective conditions of activity and makes it possible to organize activity in accordance with the “goal-result” vector.

Reflection on learning activities- the process of self-knowledge by the student of internal acts and states of his activity; Without understanding and evaluating the results of activities, identifying errors and their causes, it is impossible to ensure the required level of goal achievement. Reflection is associated with the presence control flow of activity processes and assessments, which performs the function of summing up the results of activities.

Psychological and pedagogical research identifies levels of knowledge acquisition and methods of activity (which are also levels of educational activity): first level means readiness to reproduce knowledge consciously perceived and recorded in memory; the second level is the readiness to apply knowledge according to a model and in a standard (familiar) situation; third level- readiness (based on generalization and systematization of what has been learned) to apply knowledge in a non-standard situation. The theory of educational activity shows that these levels correlate with the processes of the full cycle of educational and cognitive activity: the 1st level is realized during perception, comprehension, and primary generalization of the material being studied; Level 2 - during its secondary generalization and application in a standard situation; 3rd - during use in a non-standard situation.

The general structure and general patterns of educational activity are characteristic of the study of all disciplines; at the same time, in each case it is necessary to take into account peculiarities each of them. The effectiveness of the activity and the success of its development and implementation is also influenced by its personal meaning- an individualized reflection of a person’s actual attitude towards those objects for the sake of which his activity unfolds, perceived as the “meaning for me” of its result. The main thing among a number of personality traits for the effectiveness of educational activities is its activity, characterizing the student’s desire for energetic, purposeful activity, expressing its level and character. The following stand out: activity levels: 1) remembering and reproducing, 2) creative, 3) social activity. Activity is also considered as a certain mental condition excitement, manifested in tension of attention, memory, imagination, mental and practical activity aimed at achieving the goals of the activity.

5.3. Improving the methodological training system

based on an activity approach

The pedagogical problem “delaying the success of school work” since the time of Y.A. Comenius is the lack of precisely set goals and unmistakable ways to achieve them. From the point of view of the activity approach, educational goals needs to be formulated in the language of activities. This situation is reflected in state educational standards, which project educational goals at two levels through a set of requirements for students and formulated in the field of subject training in the language of actions to solve typical (standard) problems. But this is not enough, because... Special studies show that students’ lack of ability to solve such problems (skills in learning activities) is one of the reasons for the inability to think, which leads to overload of students, poor performance, and reluctance to learn. The result of failure to learn is laziness; delays in the development of the psyche, aggravated under the combined influence of such unfavorable factors as an increase in morbidity, an increase in the volume of material studied by year of study; juvenile delinquency and other phenomena.

From the point of view of the activity approach to learning, it is indisputable that students need to develop a system of general and special techniques for educational activity (both mental and practical). In research problems" teach schoolchildren to study"the problem of formation stands out general educational skills, which are universal in nature and called " ability to learn", because its presence means in each specific case rational organization of educational activities(a) organization of educational work, b) work with books and other sources of information, c) culture of oral and written speech). To achieve such goals, in training content should be included as corresponding to them learning objectives(generalized goals of activity") and methods for solving them - methods of educational activity.

Teaching methods, aimed at organizing, forming and developing the educational activities of schoolchildren, should, from the point of view of psychology, take into account: a) the originality of the actual educational needs, motives, tasks, actions and operations; b) various stages of development throughout school childhood; c) the dynamics of the components of educational activity themselves, their transitions from one to another; d) the relationship between learning and other types of activity of the child; e) the origin of individual forms of educational activity from expanded and collective ones.

Achieving new educational goals could not be achieved only by traditional teaching methods, in which the problem of students’ cognitive activity was not raised; memory dominated over thinking, which resulted in passivity in educational work, laziness of the mind, and cramming. This type of teaching increasingly did not suit society, so the arsenal of teaching methods began to expand.

5.4. "Active" learning methods

The first signs active"teaching methods appeared back in the Renaissance and meant a refusal to transfer ready-made knowledge and a transition to their independent acquisition through observation, experiment, discussion (F. Rabelais, M. Montaigne, F. Bacon). In the 50s of the 20th century in our the country began to talk about a new stage in the development of the Soviet school on the basis of universal polytechnic education, establishing a connection between theory and practice in the process of teaching and education. The main ways of polytechnizing the school are: a) strengthening of visibility and widespread use of observations and experiment, b) inclusion of examples from the teaching. areas of technology, production, agriculture and identifying scientific patterns in them; c) development of practical and laboratory work; d) conducting field trips and other joint work of the school with enterprises; e) organizing training workshops, clubs on production topics and on self-made products; school equipment.

The 70s of the 20th century were marked by the beginning of development new teaching methods related to problem solving revitalization teaching and research-based mechanisms of thinking and memory using methods of mathematics and cybernetics in psychological and pedagogical sciences. These are explanatory and illustrative methods and improvement of TSO as means of activation(where the dose of student activity was set externally - by a system of control means). One of the first teaching methods that allowed for activity was heuristic method: the teacher does not convey ready-made knowledge, but sets before them an educational problem of one level or another, then, through successive educational tasks, leads students to solve it independently.

Further improvement of the heuristic method in the direction of enhancing learning led to the formation of the method independent work students, which is defined as a multidimensional phenomenon of learning, which has the characteristics of being: a) one of the teaching methods, b) one of the forms of organizing the educational activities of students, c) one of the means of teaching, d) one of the types of educational activities, e) independent learning activities . Organization independent learning activities students is an obligatory component when using both the methods noted above, and the sphere of manifestation of self-organization and activity of students, the formation of their psychological, intellectual and pre-professional qualities in their organic unity. It has a structure that includes components: motivational, content-operational (a system of leading knowledge and methods of educational and cognitive activity), volitional (readiness to overcome cognitive difficulties); carried out at 3 main levels. At the 1st (low, reproductive) level, the student strives to assimilate mainly information; assimilation is limited to its reproduction; in the transition from 1st to 2nd, an unstable orientation towards mastering methods of acquiring knowledge arises; at 2nd (secondary) the student masters methods of independent activity, shows a desire to achieve goals, to self-education; in the transition from the 2nd to the 3rd, an unstable orientation towards improving the methods of independent activity appears, a correspondence arises between goals and motives; The 3rd (high) level is distinguished by a stable focus on improving these methods; the correspondence of goals and motives determines the desire to complete any independent activity, regardless of the degree of difficulty.

The highest level and form of independent work of students is creative learning activity, which is characterized by three types of operations - logical, intuitive, heuristic. Creative activity is carried out not according to a predetermined algorithm, but on the basis of self-organization and independent planning (and re-planning) of one’s activities. Other directions of development of the heuristic method were the creation problem-based learning and the expansion of the role of tasks in learning - the emergence of a method learning through tasks. The development of these methods to a higher level was the organization search and research activities students (which is also called one of the forms of creative activity). Research activities of students are possible in 2 levels: 1) educational and research - working with primary sources, conducting experiments, collecting data for constructing tables, graphs, diagrams; 2) scientific research - own logical conclusions, proposals for conducting an experiment and interpreting its results.

Further development of visual and polytechnic teaching led to improvement technical training aids and the idea of creating a system of educational equipment for each educational topic - educational equipment complexes, to which the computer was added in the 80s.

The system of “active” teaching methods (based on the psychological theory of educational activity today includes didactic and business games (based on the imitation of some activity - “brainstorming”, “round table”, “labyrinth”, “problem field”, “competence” and etc.); programmed training; micro-learning (dividing the studied material into fast-flowing segments with subsequent repeated reproduction), algorithmization of training, integration of classes on a thematic basis (1st - informational, 2nd - problem-based, 3rd - practical, 4- e - consolidating, 5th - testing); collective method of teaching and in pairs of students of variable composition; situational analysis to solve a number of problems; development of innovative methods of cooperation pedagogy; introduction of computers into the educational process and the first steps of its computerization; with features of mathematical activity.

1.3. Activity approach to the construction of educational Standards

The fundamental difference between the educational Standards of the second generation is the strengthening of their focus on educational results as a system-forming component of the design of the Standards.

Understanding the essence of the educational result depends on the paradigm within which education and its main goals are considered. In domestic psychological and pedagogical science, an activity-based paradigm of education has been deeply developed, postulating as the goal of education the development of the student’s personality based on the development of universal methods of activity. The learning process is understood not simply as the assimilation of a system of knowledge, skills and abilities that form the instrumental basis of the student’s competencies, but also as a process of personal development, acquisition of spiritual and moral experience and social competence.

Cultural-historical system-activity The approach is based on the theoretical principles of the concept of L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, P.Ya. Galperin, revealing the basic psychological laws of the process of teaching and upbringing, the structure of educational activities of students, taking into account the general patterns of ontogenetic age development children and teenagers. The activity approach is based on the position that a person’s psychological abilities are the result of the transformation of external objective activity into internal mental activity through successive transformations. Thus, the personal, social, and cognitive development of students is determined by the nature of the organization of their activities, primarily educational ones. The activity approach substantiates the position according to which the content of education projects a certain type of thinking - empirical or theoretical, depending on the content of training (empirical or scientific concepts). Education plays its leading role in mental development, primarily through content. The basis for mastering a system of scientific concepts that determine the development of theoretical thinking and the progress of cognitive development of students is the organization of a system of educational activities.

A feature of the implementation of the activity approach when developing Education Standards is that the goals of general education are presented in the form of a system key tasks that reflect the directions of formation of personality qualities (such a construction of goals makes it possible to justify not only the methods of action that should be formed in the educational process, but also the content of learning in their interrelation).

making educational results socially and personally significant;

more flexible and durable assimilation of knowledge by students, the possibility of their independent movement in the field of study;

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

a significant increase in motivation and interest in learning;

providing conditions for general cultural and personal development based on the formation of universal learning activities that ensure not only the successful acquisition of knowledge, skills and abilities, but also the formation of a picture of the world, competencies in any subject area of cognition.

Personal development – development of students’ readiness and ability for self-development and realization of creative potential in spiritual and subject-productive activities, high social and professional mobility based on lifelong education and competence “ be able to learn"; formation of an image of the world, value and semantic orientations and moral foundations of personal moral choice; development of self-awareness, positive self-esteem and self-respect, willingness to openly express and defend one’s position, criticality towards one’s actions; development of readiness for independent actions and actions, taking responsibility for their results; determination and perseverance in achieving goals, readiness to overcome difficulties and optimism in life; the formation of intolerance and the ability to counteract actions and influences that pose a threat to the life, health and safety of individuals and society within their capabilities.

Social development – formation of Russian and civic identity based on students’ acceptance of democratic values, development of tolerance for life in a multicultural society, and instilling patriotic beliefs; mastering basic social roles, norms and rules.

Cognitive development – formation of a scientific picture of the world among students; development of the ability to manage one’s cognitive and intellectual activities; mastering the methodology of cognition, strategies and methods of cognition and teaching; development of representative, symbolic, logical, creative thinking, productive imagination, voluntary memory and attention, reflection.

Communication development – the formation of competence in communication, including the conscious orientation of students to the position of other people as partners in communication and joint activities, the ability to listen, conduct dialogue in accordance with the goals and objectives of communication, participate in collective discussion of problems and decision-making, build productive cooperation with peers and adults, based on mastering verbal and non-verbal means of communication, allowing free communication in Russian, native and foreign languages.

The activity approach determines 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, abilities to defining the goal as the formation of the ability to learn as a competence that ensures the mastery of new competencies;

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 learning in the context of solving significant life problems, i.e.

from the spontaneity of the student’s educational activity to the strategy of its purposeful organization and systematic formation;

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

Accordingly, within the framework of the activity paradigm the results of general education should be directly related to the areas of personal development and presented in activity form.

This, in particular, means that the results of general education should be expressed not only in a subject format, but, first of all, can have the character of universal (meta-subject) skills. This reveals a tendency to strengthen the general cultural orientation of general education, universalization and integration of knowledge. Of course, subject context is still important (since it sets the boundaries of possible solutions), but this basic context is no longer sufficient. Tasks that require cognitive, communicative, value-oriented components of educational results and supra-subject competencies to solve are beginning to come to the fore. In the emerging information society, such tasks are becoming a priority.

The revision of targets and priorities in determining educational results makes it necessary to include in the main educational programs a program for the formation of universal educational activities. The basis for the development of a child’s personality is the ability to learn – to understand the world through mastery and transformation in constructive cooperation with others. Universal educational actions can be defined as a set of ways of a student’s actions that ensure his ability to independently acquire new knowledge and skills, including the organization of this process.

Activity approach in education (educational and business game for young professionals)

Tarasenko Yulia Vladimirovna, English teacher

The article belongs to the section: General pedagogical technologies

The psychological and pedagogical support of the educational process should be based on the principles of the activity approach.

The activity approach is a process of human activity aimed at the formation of his consciousness and his personality as a whole.

In the conditions of the activity approach, a person, a personality, acts as an active creative principle. By interacting with the world, a person learns to build himself. It is through activity and in the process of activity that a person becomes himself, his self-development and self-actualization of his personality occurs.

The above is the basis of the concept of developmental education in any of its variants - be it the system of D.B. Elkonin - V.V. Davydov, the system of L.V. Zankov, the “school 2100” system. In all these systems, the first place is not the accumulation of knowledge by students in a narrow subject area, but the formation of personality, its “self-construction” in the process of the child’s activity in the objective world.

The activity approach in education (in training and education) is not at all a set of educational technologies or methodological techniques. This is a kind of PHILOSOPHY OF EDUCATION, it is a methodological basis on which various systems of training and education are built. The process of education is always training in activities, for example, practical communication. Psychology teaches that an act of activity always has a conscious goal, has a motivational conditionality, that is, it has a certain psychological structure. Teaching activities in an educational sense means making learning motivated, teaching the child to independently set a goal and find ways, including means, to achieve it, helping the child develop the skills of control and self-control, assessment and self-esteem. The activity approach involves opening up the entire range of possibilities to the child and creating in him an attitude towards a free but responsible choice of one or another opportunity. The principles of the activity approach in the educational process are effectively implemented through educational technology - educational and business games. The purpose of this development is to increase the competence of teachers in the field of organizing an activity-based approach to the educational process. To do this, it is necessary to study the principles of the activity approach in education. The product of the activity of the educational and business game will be the project “Activity approach in education - the process of student activity aimed at developing his personality as a whole.” UDI itself involves training in such types of activities as project, group, cognitive, informational, collectively distributed - it explores the level of understanding and readiness of the teacher for the activity approach in organizing the educational process.

In the process of UDI, the following types of activities are implemented: – cognitive; – informational; – group; – research; – design.

		Time (min)
	Reflection Self-assessment of the level of understanding and interest in the problem of the activity approach in education. Questionnaire 1.2 ( )
	Appendices 1, 2 Discussion of organizational issues, division into groups. Participants in the game are divided into microgroups using the “Find your letter” method. Speakers (A1, B1, B1, D1, D1, E1) receive cards with a task, where they record the activity and competence of group participants ( Appendices 5-10).
	Studying the topic Sensitization of the topic. Group work to master the topic using active techniques. The group’s task is to choose the most accurate and meaningful answer from numerous options. 3-4 minutes are allotted for working with the task. Every 4 minutes, groups move from table to table according to the route sheet in order to get acquainted and solve problems on a given topic ( Appendix 4) . At this stage, the technique of “cluster” or “brainstorming” is used.
	Presentation of results Groups receive reference cards and, based on the “insert” technique, analyze their part of the project ( Applications 11-15 )
	Shutdown Analysis of the entire project in groups. Reflective moment. Questionnaire 3( Appendix 3 ). Preparing for the next stage of the game. Types of activities that are formed in the educational and business game:

collective-distributive educational activities,

The term “system-activity approach” to teaching was first introduced in Soviet pedagogy. He combined the two concepts that preceded him. Thus, systemic activities were developed and put into practice by such classics of pedagogy as B. Ananyev, B. Lomov and others. L. Vygotsky, A. Luria, D. Elkonin were closer in education. They believed that this helps not only to absorb knowledge, but also develops cognitive powers, as well as the creative potential of students. This approach is contrasted with the verbal method of teaching, which is common in Russian education, in which children are passive and subsequently do not know how to apply practically acquired skills and knowledge. This method is common not only in general educational institutions, but also in universities, colleges, technical schools, etc. Thus, when they come to work, most graduating specialists have to retrain and try to apply theoretical knowledge, not always successfully, in practice.

The system-activity approach to education involves the development and education of such personality qualities that will meet the requirements of the new information society, built on tolerance, dialogue between cultures and respect for others. These are the key points that are important in modern education.

Education is perhaps the most important economic foundation that can currently be given to a child. After all, both his further career growth and self-confidence depend on the quality of knowledge that he receives at school. It is not surprising that recently new approaches to the educational process have been widely practiced, which are increasingly used in schools and other educational institutions.

One of these innovations is the activity approach. What is the essence of this method and why is it so good? You can find out about this by reading our article! But first it doesn’t hurt to remember the immortal saying of B. Shaw. If we paraphrase his statement, we get the following: “There is no path to knowledge more effective than independent activity.”

Problems of modern education

Almost every day the media discusses how imperfect the modern educational standard is. And the point here is not only in the Unified State Exam, which aims children to mechanically follow the program, but in the way the material is presented. Since Soviet times, everyone has become accustomed to the fact that at school the material is simply taught, and how much it will be mastered by the child is the tenth thing. As a rule, teachers are not too interested in this.

In addition, there is a huge problem, which is expressed in the inability of the data that the student receives to real conditions. To make it easier to understand, let me explain. Suppose that in an algebra lesson the teacher tells a new theorem and assigns a problem for homework that needs to be solved.

Between cramming and understanding

How interested is the student in really understanding the essence of the problem? Not at all. He needs to get the correct answer to the problem, and how and why he does it... In a word, something needs to be changed. This is precisely what the activity approach is aimed at.

A person who has graduated from school must be able to apply the acquired knowledge in practice. Here's a clear example: it often happens that teachers demand unconditional cramming of the rules of the Russian language. Many people cope with this task, but... It often happens that even an excellent student makes stupid and gross mistakes in writing the simplest texts. This happens because the student, like “Pavlov’s dog,” has memorized the rules, but, alas, does not know how to apply them in a real situation.

The activity approach is aimed at breaking this vicious circle. The ability to obtain information should become synonymous with the ability to use it. If a person receives new knowledge in the same chemistry at school, it should become his “help” in everyday activities.

Psychologists have long been saying that every person is endowed with a certain potential from birth, the disclosure of which depends on environmental conditions and the society in which the child grows up. But much more important is the fact that this potential can only be revealed as a result of the student’s own, practical activity.

Purpose of the new teaching method

So, the activity approach is aimed at ensuring that a person acquires the skills and desire for independent development, which ensures the holistic integration of the individual into the cultural and social environment.

The main learning objectives in this case are as follows:

Firstly, training in independent activity and obtaining the data that will be useful to him in his future career and life.
In addition, the system-activity approach contributes to the formation of proper moral qualities and principles that will help maintain the integrity of the individual even in an unfavorable environment.
A holistic, critical picture of the surrounding world is formed, a person acquires the most valuable ability to soberly and competently evaluate the events that happen around him in everyday life.

Basic pedagogical research in this area

So, we have found that the traditional illustrative approach to teaching in modern conditions can no longer be used as widely as it was once accepted. Of course, school research and lessons cannot in any case take place in isolation from the personal qualities of each student. Therefore, in practice, it makes more sense to use the term “system-activity approach,” which first appears in the works of L. S. Vygotsky, P. Ya. Galperin, L. V. Zankov, and also V. V. Davydov.

The main essence of the method

These authors were the first to widely analyze the reasons that prevent schoolchildren from properly using the information that is given to them at school. Based on these studies, a new technology was developed, which is a combination of both traditional methods of illustrative presentation of material, and methods that involve an independent research process. Actually, it is precisely this method that is implied by the term “system-activity approach.”

Its main idea is that children do not receive all the data in a ready-made, “chewed” form. Teenagers must “discover” new information as they learn. The teacher’s task in this case is to serve as a “guiding beacon” that sets the direction of work, as well as to summarize the students’ independent activities. He is also responsible for giving an adequate assessment of the actions of each student.

We can say that the activity-based approach to learning gives knowledge an emotional coloring and makes children feel the significance of the work they do. All this leads to the fact that students begin to study not under duress, but because they are really interested in it.

Didactic principles of the method

First, the operating principle. We have already talked about it several times: students do not receive the data themselves, but only the direction needed to “discover” them.
Secondly, the continuity of the process. The decoding is simple: the result of each stage serves as a “starting” point for the next stage.
Thirdly, the principle of integrity. During his education, a child should develop a holistic understanding of the world in which he lives: knowledge and practice will complement each other, contributing to the formation of a harmoniously developed personality.
Fourth, minimax. This means that each school is obliged to provide each student with data to the maximum extent that he can learn in principle. All students upon graduation must have an outlook that meets the educational standards of the state.

Important! The educational process should be organized so that children feel as comfortable as possible from a psychological point of view. Students and teachers should be truly friendly towards each other.

Fifthly, the principle of variability. Simply put, students should not develop a “square-nest” method of thinking: a normal, creatively balanced person can look at a problem from several sides at once, which makes it much easier to find solutions to it.
Sixthly, that same creativity: why is a system-activity approach needed at all? The basis (the Federal State Educational Standard, that is) is already there, but the problem is that students who were taught using standard methods often did not develop their creativity. Only by independently searching for answers to non-standard problems can such a rare quality manifest itself.

Other goals and objectives

What else is the activity approach to teaching used for? Its widespread implementation in schools is also facilitated by alarming statistics, which are published annually by philologists, linguists and speech therapists. They indicate that every year the younger generation is becoming less and less able to express their thoughts competently (and simply coherently) and beautifully, which leads to disruptions in communication and social activity of children and adolescents.

Thus, the activity-based approach to learning should also be aimed at developing logical and creative thinking, speech and motives that encourage independent knowledge of the world around us. It is especially important to start doing this at the initial stages of education in the first grades of primary school and even in kindergartens, since during this period the personality is like plasticine, from which any desired structure can be molded.

Unfortunately, the domestic educational system often does not pay special attention to preschool institutions. It is believed that during this period children should only learn the very basics, and with persistence worthy of better use, the same methods are used for them as for schoolchildren. Simply put, kids are forced to simply cram letters and numbers.

As we have already said, this approach is fundamentally wrong. Taking into account the characteristics of the growing individual, it is not difficult to assume that the consequences can be extremely serious.

Lesson structure

The question may immediately arise: how to conduct lessons so that all the required goals are achieved during them? Note that the system-activity approach to training involves conducting special classes that can be divided into four large groups:

Classes in which children are engaged in the “discovery” of new knowledge.
Lessons that involve reflection and awareness of new material.
Standard-type classes in which the teacher simply gives students new material.
Lessons in which the volume and degree of assimilation of previously obtained data is controlled.

Detailed characteristics

Type one. "Discovery" of new knowledge. The purpose of the lesson is to develop the ability of students to new ways and methods of action. In these classes, the conceptual base is expanded to include new elements, terms and actions. Please note that it is precisely this method of obtaining data that creates the system-activity approach to learning itself.
Type two. Reflection lessons. Students must master the skill of reflection, the ability to independently monitor the adequacy and importance of new data. It is necessary to ensure that children can themselves identify and eliminate the reasons that hinder the assimilation of new information. The teacher only helps to create an algorithm for getting out of the current situation and designs ways to achieve educational goals. The educational goal is quite simple: the development and correction of educational algorithms and methods of obtaining new knowledge.
Type three, a standard lesson with a special twist. What does the system-activity approach to teaching imply in this case? Firstly, it is the formation in students of the ability not only to listen to the information that the teacher tells them, but also the ability to understand it, to build the structure of the data received. The goal is to perceive new knowledge and “adjust” it to new teaching methods.
Type four. In this case, the main role is played by the teacher: he controls the ability of students to achieve their goal, using the material they have previously learned. The purpose of the lesson is to develop the ability to independently control one’s knowledge and form a person’s self-esteem.

Mechanism for monitoring acquired knowledge, characteristics

So, the systemic and activity approach assumes the following control goals:

First, students must provide controlled material and talk about the importance of this topic.
Secondly, they compare the received data with a reliable standard. This is much more reliable than relying on some subjective data, the adequacy and correctness of which are in question.
According to a pre-agreed algorithm, the data obtained by the students is compared with this standard, and appropriate conclusions are drawn.
Finally, the work performed is given an adequate assessment in accordance with previously accepted criteria.

This is the basis of the system-activity approach. Without following these rules, it is impossible to use this method in the educational system.

Lesson structure

So, we have discussed the main goals that need to be achieved as a result of the lesson. But how should each lesson be taught in a system-activity approach? The time has come to tell it to the required structure. Modern teachers say that it should be as follows:

First, students write a preliminary version of the test.
Secondly, they compare the results obtained with an objective, generally accepted standard.
Thirdly, children give themselves grades, guided by the most objective criteria possible.

How to set a learning task correctly

It is always necessary to take into account that the implementation of the activity approach (more precisely, the success of this method) depends on the correctly posed task. It is important to remember that graphic schemes are very well suited for teaching children, since many of them have well-developed visual, graphic memory. After the initial repetition, it is best for them to speak out loud or even write down short theses. This not only develops memory, but also helps children acquire the ability to immediately isolate the most important and necessary information.

Key Features

As you can understand, the systemic activity approach in the classroom is not accompanied by the teacher’s speech. Students pronounce all the algorithms for memorizing and processing data to themselves, in their minds. During this process, the mental abilities of students are honed, they learn to think logically, rationally, but without losing the ability to be creative.

What does the Federal State Educational Standard “say” about this? The system-activity approach allows you to significantly increase the volume of assimilated data without exposing children to overload. And it, as a rule, is the main cause of neuroses among schoolchildren in recent years.