As part of the main types of universal educational activities that correspond to the key goals of general education, four blocks can be distinguished: 1) personal; 2) regulatory (including also self-regulation actions); 3) educational; 4) communicative.

Personal actions provide students with value and semantic orientation (knowledge of moral standards, the ability to correlate actions and events with accepted ethical principles, the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. In relation to educational activities, three types of personal actions should be distinguished: :

Personal, professional, life self-determination;

- meaning making– the establishment by students of a connection between the purpose of educational activity and its motive, between the result of learning and what motivates the activity, for the sake of which it is carried out. The student should ask the question: what meaning and meaning does the teaching have for me? and be able to answer it;

- moral and ethical orientation, including assessment of the acquired content (based on social and personal values), ensuring personal moral choice.

Regulatory Actions provide students with the organization of their educational activities.

These include:

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

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

- forecasting– anticipation of the result and level of knowledge acquisition, its time characteristics;

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

- correction– making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the actual action and its result;

- grade– highlighting and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation;

- self-regulation as the ability to mobilize strength and energy, to exert volition (to make a choice in a situation of motivational conflict) and to overcome obstacles.

Cognitive universal actions include: general educational, logical, as well as problem formulation and solution.

General educational universal actions:

Independent identification and formulation of a cognitive goal;

Search and selection of necessary information; application of information retrieval methods, including using computer tools;

Structuring knowledge;

Conscious and voluntary construction of speech utterances in oral and written form;

Selecting the most effective ways to solve problems depending on specific conditions;

Reflection on methods and conditions of action, control and evaluation of the process and results of activity;

Meaningful reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from listened texts of various genres; identification of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate assessment of the language of the media;

Statement and formulation of the problem, independent creation of activity algorithms when solving problems of a creative and exploratory nature.

A special group of general educational universal actions consists of sign-symbolic actions:

Modeling is the transformation of an object from a sensory form into a model, where the essential characteristics of the object are highlighted (spatial-graphic or symbolic-symbolic);

Transformation of the model in order to identify general laws that define a given subject area.

Logical universal actions:

Analysis of objects in order to identify features (essential, non-essential);

Synthesis – composing a whole from parts, including independent completion with the completion of missing components;

Selection of bases and criteria for comparison, seriation, classification of objects;

Summarizing the concept, deriving consequences;

Establishing cause-and-effect relationships;

Construction of a logical chain of reasoning;

Proof;

Proposing hypotheses and their substantiation.

Statement and solution of the problem:

Formulating the problem;

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

Communicative actions ensure social competence and consideration of the position of other people, communication partners or activities; ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive interaction and cooperation with peers and adults.

Communicative actions include:

Planning educational cooperation with the teacher and peers - determining the purpose, functions of participants, methods of interaction;

Questioning – proactive cooperation in searching and collecting information;

Conflict resolution - identifying, identifying a problem, searching and evaluating alternative ways to resolve a conflict, making a decision and its implementation;

Managing a partner’s behavior – control, correction, evaluation of his actions;

The ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

The development of a system of universal educational actions consisting of personal, regulatory, cognitive and communicative actions that determine the development of an individual’s psychological abilities is carried out within the framework of the normative age development of the personal and cognitive spheres of the child. The learning process sets the content and characteristics of the child’s educational activity and thereby determines the zone of proximal development the indicated universal educational actions (their level of development corresponding to the “high standard”) and their properties.

The organization of joint work of students in a group is essential for the formation of universal communicative actions, as well as for the formation of the child’s personality as a whole. The following advantages of collaboration can be highlighted:

The volume and depth of understanding of the material being learned increases;

Less time is spent on developing knowledge, skills, and abilities than with frontal training;

Some disciplinary difficulties are reduced (the number of students who do not work in class or do homework is reduced);

School anxiety decreases;

The cognitive activity and creative independence of students increases;

Class cohesion increases;

The nature of the relationship between children changes, they begin to better understand each other and themselves;

Self-criticism increases; a child who has experience working together with peers assesses his capabilities more accurately and controls himself better;

Children who help their comrades have great respect for the work of the teacher;

Children acquire the skills necessary for life in society: responsibility, tact, the ability to build their behavior taking into account the position of other people.

In the context of educational objectives, the value of students mastering communicative actions and cooperation skills is dictated by the need to prepare them for the real process of interaction with the world outside of school life. Modern education cannot ignore the fact that learning is always immersed in a certain social context and must meet its requirements and needs, as well as contribute in every possible way to the formation of a harmonious personality.

These tasks include tolerance and the ability to live with others in a multinational society, which in turn involves:

Awareness of the priority of many things common to all members of society

problems over private ones;

Adhering to moral and ethical principles appropriate to the mission

modernity;

Understanding that civic qualities are based on respect for each other

friend and exchange of information, i.e. the ability to listen and hear each other;

The ability to compare different points of view before making decisions and choices.

The developmental potential of communicative educational activities is not limited to the sphere of its immediate application - communication and cooperation, but also directly affects cognitive processes, including the personal sphere of schoolchildren.

Without the introduction of appropriate pedagogical technologies, communicative actions and the competencies based on them will, as today, belong to the sphere of the student’s individual abilities (mostly not meeting modern requirements).

Levels of formation of educational actions (Repkin G.V., Zaika E.V.)

Levels

Indicators

Behavioral indicators

Lack of educational activities as integral “units” of activity.

Performing only individual operations, lack of planning and control, performing actions by copying the teacher’s actions, replacing the educational task with the task of literal memorization and reproduction.

Carrying out learning activities in collaboration with the teacher.

Explanations are needed to establish the connection between individual operations and the conditions of the task; independent execution of actions is possible only according to an already mastered algorithm

Inadequate transfer of learning activities to new types of tasks.

Adequate transfer of learning activities in collaboration with the teacher.

Characteristics of the results of the formation of UUD in elementary school at different stages of education according to educational methods (developmental education systems: L.V. Zankova, B.D. Elkonina-V.V. Davydova, programs: “School 2100”, “Perspective”)

Personal UUD

Regulatory UUD

Cognitive UUD

Communicative UUD

1. Appreciate and accept the following basic values: “goodness”, “patience”, “homeland”, “nature”, “family”.

2. Respect for your family, for your relatives, love for your parents.

3. Master the roles of the student; formation of interest (motivation) in learning.

4. Evaluate life situations and actions of characters in literary texts from the point of view of universal human norms.

1. Organize your workplace under the guidance of a teacher.

2. Determine the purpose of completing tasks in class, in extracurricular activities, in life situations under the guidance of a teacher.

3. Determine a plan for completing tasks in lessons, extracurricular activities, and life situations under the guidance of a teacher.

4. Use the simplest instruments in your activities: ruler, triangle, etc.

1. Find your bearings in the textbook: determine the skills that will be developed based on studying this section.

2. Answer simple questions from the teacher, find the necessary information in the textbook.

3. Compare objects, objects: find commonalities and differences.

4. Group items and objects based on essential features.

5. Retell in detail what you read or listened to; determine the topic.

1. Participate in dialogue in class and in life situations.

2. Answer questions from the teacher and classmates.

2. Observe the simplest norms of speech etiquette: say hello, say goodbye, thank you.

3. Listen and understand the speech of others.

4. Participate in pairs.

1. Appreciate and accept the following basic values: “kindness”, “patience”, “homeland”, “nature”, “family”, “peace”, “true friend”.

2. Respect for your people, for your homeland.

3. Mastering the personal meaning of learning, the desire to learn.

4. Assessment of life situations and actions of characters in literary texts from the point of view of universal human norms.

1. Organize your workplace yourself.

2. Follow the regime for organizing educational and extracurricular activities.

3. Determine the purpose of educational activities with the help of a teacher and independently.

5. Correlate the completed task with the example proposed by the teacher.

6. Use simple tools and more complex devices (compasses) in work.

6. Correct the task in the future.

7. Evaluate your task according to the following parameters: easy to complete, encountered difficulties in completing it.

1. Find your bearings in the textbook: determine the skills that will be developed based on studying this section; define the circle of your ignorance.

2. Answer simple and complex questions from the teacher, ask questions yourself, find the necessary information in the textbook.

3. Compare and group items and objects on several grounds; find patterns; independently continue them according to the established rule.

4. Retell in detail what you read or listened to; make a simple plan.

5. Determine in which sources you can find the necessary information to complete the task.

6. Find the necessary information both in the textbook and in the dictionaries in the textbook.

7. Observe and draw independent simple conclusions

1.Participate in dialogue; listen and understand others, express your point of view on events and actions.

1. Appreciate and accept the following basic values: “kindness”, “patience”, “homeland”, “nature”, “family”, “peace”, “true friend”, “justice”, “desire to understand each other”, “ understand the position of the other."

2. Respect for one’s people, for other peoples, tolerance for the customs and traditions of other peoples.

3. Mastering the personal meaning of the teaching; desire to continue their studies.

4. Assessment of life situations and actions of characters in literary texts from the point of view of universal human norms, moral and ethical values.

1. Organize your workplace independently in accordance with the purpose of completing tasks.

2. Independently determine the importance or necessity of performing various tasks in the educational process and life situations.

3. Determine the purpose of educational activities with the help of yourself.

4. Determine a plan for completing tasks in lessons, extracurricular activities, and life situations under the guidance of a teacher.

5. Determine the correctness of the completed task based on comparison with previous tasks, or on the basis of various samples.

6. Adjust the execution of the task in accordance with the plan, conditions of execution, and the result of actions at a certain stage.

7. Use literature, tools, and equipment in your work.

8. Evaluate your assignment according to parameters presented in advance.

select the necessary sources of information among the dictionaries, encyclopedias, and reference books proposed by the teacher.

3. Retrieve information presented in different forms (text, table, diagram, exhibit, model,

a, illustration, etc.)

4. Present information in the form of text, tables, diagrams, including using ICT.

5. Analyze, compare, group various objects, phenomena, facts.

1. Participate in dialogue; listen and understand others, express your point of view on events and actions.

2. Formulate your thoughts in oral and written speech, taking into account your educational and life speech situations.

4. Performing various roles in the group, collaborate in jointly solving a problem (task).

5. Defend your point of view, observing the rules of speech etiquette.

6. Be critical of your opinions

8. Participate in the work of the group, distribute roles, negotiate with each other.

1. Appreciate and accept the following basic values: “kindness”, “patience”, “homeland”, “nature”, “family”, “peace”, “true friend”, “justice”, “desire to understand each other”, “ understand the position of the other”, “people”, “nationality”, etc.

2. Respect for one’s people, for other peoples, acceptance of the values ​​of other peoples.

3. Mastering the personal meaning of the teaching; choice of further educational route.

4. Assessment of life situations and actions of characters in literary texts from the point of view of universal human norms, moral and ethical values, and the values ​​of a Russian citizen.

1. Formulate the task independently: determine its goal, plan the algorithm for its implementation, adjust the work as it progresses, independently evaluate it.

2. Use various means when completing a task: reference books, ICT, tools and devices.

3. Determine your own assessment criteria and give self-assessment.

1. Find your bearings in the textbook: determine the skills that will be developed based on studying this section; determine the circle of your ignorance; plan your work to study unfamiliar material.

2. Independently assume what additional information will be needed to study unfamiliar material;

select the necessary sources of information among the dictionaries, encyclopedias, reference books, and electronic disks proposed by the teacher.

3. Compare and select information obtained from various sources (dictionaries, encyclopedias, reference books, electronic disks, the Internet).

4. Analyze, compare, group various objects, phenomena, facts.

5. Draw conclusions independently, process information, transform it, present information based on diagrams, models, messages.

6. Create a complex text plan.

7. Be able to convey content in a compressed, selective or expanded form

Participate in dialogue; listen and understand others, express your point of view on events and actions.

2. Formulate your thoughts in oral and written speech, taking into account your educational and life speech situations.

4. Performing various roles in the group, collaborate in jointly solving a problem (task).

5. Defend your point of view, observing the rules of speech etiquette; argue your point of view with facts and additional information.

6. Be critical of your opinions. Be able to look at a situation from a different position and negotiate with people from different positions.

7. Understand the other person's point of view

8. Participate in the work of the group, distribute roles, negotiate with each other. Anticipate the consequences of collective decisions.

Formation of personal universal educational actions

An indicator of the success of the formation of UUD will be the student’s orientation towards performing actions expressed in the following categories:

    I know/can

    I do (Table 4).

Psychological terminology

Pedagogical terminology

Child's tongue

Pedagogical guideline (the result of pedagogical influence accepted and implemented by the student) I know/can, I want, I do

Personal universal learning activities.

Personality education

(Moral development; and the formation of cognitive interest)

What is good and what is bad

"I want to study"

"Learning to succeed"

"I live in Russia"

“Growing up as a good person”

“A healthy mind in a healthy body!”

Regulatory universal educational activities.

self-organization

"I can"

“I understand and act”

“I’m in control of the situation”

“Learning to evaluate”

“I think, write, speak, show and do”

Cognitive universal learning activities.

research culture

"I'm studying".

"I search and find"

“I depict and record”

“I read, I speak, I understand”

"I think logically"

"I'm solving a problem"

Communicative universal learning activities

communication culture

"We are together"

"Always in touch"

"Me and We."

In elementary school, it is necessary for younger schoolchildren to form personal universal learning activities, which are included in the following three main blocks:

self-determination – the formation of the student’s internal position – acceptance and development of the student’s new social role; the formation of the foundations of the Russian civil identity of the individual as a sense of pride in one’s Motherland, people, history and awareness of one’s ethnicity; development of self-esteem and the ability to adequately evaluate oneself and one’s achievements, to see the strengths and weaknesses of one’s personality;

meaning making – search and establishment of personal meaning (i.e., “meaning for oneself”) of learning based on a stable system of educational, cognitive and social motives; understanding the boundaries of “what I know” and “what I don’t know” and the desire to bridge this gap;

moral and ethical orientation – knowledge of basic moral norms and orientation towards fulfilling norms based on an understanding of their social necessity; the ability for moral decentration - taking into account the positions, motives and interests of the participants in a moral dilemma when resolving a moral dilemma; development of ethical feelings - shame, guilt, conscience, as regulators of moral behavior.

Criteria for the formation of personal UUD, it can be argued that they are:

1) the structure of value consciousness;

2) level of development of moral consciousness;

3) appropriation of moral norms that act as regulators of moral behavior;

4) complete orientation of students to the moral content of a situation, action, moral dilemma that requires making a moral choice.

The educational subjects of the humanities cycle (and primarily literature) are most adequate for the formation of the universal action of moral and ethical assessment. Of significant importance are the forms of joint activity and educational cooperation of students, which open up the zone of proximal development of moral consciousness.

Thus, the systematic, purposeful formation of personal educational skills leads to an increase in the moral competence of younger schoolchildren.

It is expected that by the end of primary school the child will have developed the following personal skills:

the student’s internal position at the level of a positive attitude towards school; orientation to the meaningful moments of school reality;

    the formation of a broad motivational basis for educational activities, including social, educational and cognitive, external and internal motives;

    focus on understanding the reasons for success and failure in educational activities;

    interest in new educational material and ways to solve a new particular problem;

    the ability to self-assess based on the criterion of success in educational activities;

    formation of the foundations of a person’s civil identity in the form of awareness of his “I” as a citizen of Russia, a sense of belonging and pride in his homeland and society; awareness of one's ethnicity;

    orientation in the moral content and meaning of both one’s own actions and the actions of those around them;

    development of ethical feelings - shame, guilt, conscience - as regulators of moral behavior;

    knowledge of basic moral norms and orientation towards their implementation, differentiation of internal moral and social (conventional) norms;

    setting for a healthy lifestyle;

    a sense of beauty and aesthetic feelings based on familiarity with world and domestic artistic culture;

    empathy for other people's feelings.

Thus, when forming personal UUDs, the student’s emotional attitude to the topics being studied, his self-determination and finding personal meaning in each of the topics being studied is always taken into account.

Examples of tasks for the formation of personal universal educational actions in lessons in primary school.

Literacy lessons.

Formation of self-determination - a system of tasks that guides the primary school student to determine which models of linguistic units are already known to him and which are not (tasks like “Pose questions to which you know the answers”).

Formationmeaning formation and moral and ethical orientation - texts that discuss problems of love, respect and relationships between parents and children.

Russian language lessons.

Educational program “Promising Primary School”.

Formation of self-determination: a system of tasks aimed at decentering the primary school student, orienting him to take into account someone else’s point of view, to provide intellectual assistance to cross-cutting heroes who need it when solving difficult problems.

Tasks of type:

- “Help hero 1 explain something, or confirm her/his point of view, or prove something, or answer a given question.”

- “Do you agree with the hero?”

- “How will you answer the hero?”

- “Which judgment do you agree with:...”

- “Do you agree with the hero or do you want to clarify something?”

- “The hero says that these are the same form: “glass.” On what basis does he judge?

Regulatory UUD

1. The ability to independently determine the goals of one’s learning, set and formulate new goals for oneself in learning and cognitive activity, develop the motives and interests of one’s cognitive activity (Federal State Educational Standards LLC, paragraph 10). Thus, as planned meta-subject results, it is possible, but not limited to the following, a list of what the student will be able to:

  • analyze existing and plan future educational results;
  • identify your own problems and determine the main problem;
  • put forward versions of a solution to a problem, formulate hypotheses, anticipate the final result;
  • set an activity goal based on a specific problem and existing opportunities;
  • formulate educational objectives as steps to achieve the set goal of the activity;
  • justify targets and priorities with references to values, indicating and justifying the logical sequence of steps.

2. The ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve educational and cognitive problems (Federal State Educational Standards LLC clause 10). The student will be able to:

  • determine the action(s) in accordance with the educational and cognitive task, draw up an algorithm of actions in accordance with the educational and cognitive task;
  • justify and implement the choice of the most effective ways to solve educational and cognitive problems;
  • determine/find, including from the proposed options, the conditions for completing an educational and cognitive task;
  • build life plans for the short-term future (state goals, set tasks adequate to them and propose actions, indicating and justifying the logical sequence of steps);
  • choose from those offered and independently look for means/resources to solve a problem/achieve a goal;
  • draw up a plan for solving a problem (implementing a project, conducting research);
  • identify potential difficulties in solving educational and cognitive tasks and find means to eliminate them;
  • describe your experience, formalizing it for transfer to other people in the form of a technology for solving practical problems of a certain class;
  • plan and adjust your individual educational trajectory.

3. The ability to correlate one’s actions with the planned results, monitor one’s activities in the process of achieving results, determine methods of action within the framework of the proposed conditions and requirements, adjust one’s actions in accordance with the changing situation (Federal State Educational Standards LLC clause 10). The student will be able to:

  • determine, together with the teacher and peers, the criteria for planned results and criteria for assessing their educational activities;
  • systematize (including selecting priority) criteria for planned results and evaluation of one’s activities;
  • select tools for assessing your activities, carry out self-monitoring of your activities within the framework of the proposed conditions and requirements;
  • evaluate your activities, arguing the reasons for achieving or not achieving the planned result;
  • find sufficient means to carry out learning activities in a changing situation and/or in the absence of the planned result;
  • working according to your plan, make adjustments to current activities based on an analysis of changes in the situation to obtain the planned characteristics of the product/result;
  • establish a connection between the obtained product characteristics and the characteristics of the activity process, upon completion of the activity, propose changing the process characteristics to obtain improved product characteristics;
  • check your actions against the goal and, if necessary, correct mistakes yourself.

4. The ability to assess the correctness of completing a learning task, one’s own capabilities for solving it (Federal State Educational Standards LLC p. 10). The student will be able to:

  • determine the criteria for the correctness (correctness) of completing the educational task;
  • analyze and justify the use of appropriate tools to complete the learning task;
  • freely use the developed assessment and self-assessment criteria, based on the goal and existing criteria, distinguishing the result and methods of action;
  • evaluate the product of one’s activities according to given and/or independently determined criteria in accordance with the purpose of the activity;
  • justify the achievability of the goal in the chosen way based on an assessment of one’s internal resources and available external resources;
  • record and analyze the dynamics of your own educational results.

5. Possession of the basics of self-control, self-esteem, decision-making and making informed choices in educational and cognitive activities (Federal State Educational Standards LLC clause 10). The student will be able to:

  • observe and analyze their educational and cognitive activities and the activities of other students in the process of mutual examination;
  • correlate real and planned results of individual educational activities and draw conclusions;
  • make decisions in a learning situation and bear responsibility for them;
  • independently determine the reasons for your success or failure and find ways out of the situation of failure;
  • retrospectively determine which actions to solve a learning task or the parameters of these actions led to obtaining the existing product of educational activity;
  • demonstrate techniques for regulating psychophysiological/emotional states to achieve a calming effect (eliminating emotional tension), a restoration effect (weakening the manifestations of fatigue), an activation effect (increasing psychophysiological reactivity).

Cognitive UUD

6. The ability to define concepts, create generalizations, establish analogies, classify, independently select grounds and criteria for classification, establish cause-and-effect relationships, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions (Federal State Educational Standards LLC, paragraph 10 ). The student will be able to:

  • select words that are subordinate to the keyword, defining its characteristics and properties (sub-ideas);
  • build a logical chain of the keyword and its subordinate words;
  • identify a characteristic of two or more objects or phenomena and explain their similarities;
  • combine objects and phenomena into groups according to certain criteria, compare, classify and generalize facts and phenomena;
  • distinguish a phenomenon from a general range of other phenomena;
  • determine the circumstances that preceded the emergence of a connection between phenomena, from these circumstances identify the determining ones that could be the cause of this phenomenon, identify the causes and consequences of the phenomena;
  • build reasoning from general patterns to specific phenomena and from specific phenomena to general patterns;
  • build reasoning based on comparisons of objects and phenomena, while highlighting common features;
  • present the information received, interpreting it in the context of the problem being solved;
  • independently point out information that needs verification, propose and apply a method for verifying the accuracy of the information;
  • verbalize the emotional impression made on him by the source;
  • explain phenomena, processes, connections and relationships identified in the course of cognitive and research activities (provide an explanation with a change in the form of presentation; explain, detailing or generalizing; explain from a given point of view);
  • identify and name the causes of an event, phenomenon, including possible causes/most probable causes, possible consequences of a given cause, independently carrying out cause-and-effect analysis;
  • draw a conclusion based on a critical analysis of different points of view, confirm the conclusion with your own argumentation or independently obtained data.

7. The ability to create, apply and transform signs and symbols, models and diagrams to solve educational and cognitive problems (Federal State Educational Standards LLC clause 10). The student will be able to:

  • designate an object and/or phenomenon with a symbol and sign;
  • determine logical connections between objects and/or phenomena, designate these logical connections using signs in the diagram;
  • create an abstract or real image of an object and/or phenomenon;
  • build a model/scheme based on the conditions of the problem and/or method of solving the problem;
  • create verbal, material and information models highlighting the essential characteristics of an object to determine how to solve a problem in accordance with the situation;
  • transform models in order to identify general laws that define a given subject area;
  • translate complex (multidimensional) information from a graphic or formalized (symbolic) representation into a textual one, and vice versa;
  • build a diagram, an algorithm of action, correct or restore a previously unknown algorithm based on existing knowledge about the object to which the algorithm is applied;
  • build evidence: direct, indirect, by contradiction;
  • analyze/reflect on the experience of developing and implementing an educational project, research (theoretical, empirical) based on the proposed problem situation, the set goal and/or the specified criteria for evaluating the product/result.

8. Semantic reading (Federal State Educational Standards LLC p. 10). The student will be able to:

  • find the required information in the text (in accordance with the goals of your activities);
  • navigate the content of the text, understand the holistic meaning of the text, structure the text;
  • establish the relationship between the events, phenomena, and processes described in the text;
  • summarize the main idea of ​​the text;
  • transform the text, “translating” it into another modality, interpret the text (fiction and non-fiction - educational, popular science, informational, non-fiction text);
  • critically evaluate the content and form of the text.

Communicative UUD

9. The ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution and resolve conflicts based on coordinating positions and taking into account interests; formulate, argue and defend your opinion (Federal State Educational Standard LLC clause 10). The student will be able to:

  • identify possible roles in joint activities;
  • play a role in joint activities;
  • accept the position of the interlocutor, understanding the position of the other, distinguish in his speech: opinion (point of view), evidence (arguments), facts; hypotheses, axioms, theories;
  • identify your own and your partner’s actions that contributed to or hindered productive communication;
  • build positive relationships in the process of educational and cognitive activities;
  • defend your point of view correctly and with reason, be able to put forward counterarguments in a discussion, paraphrase your thoughts (mastery of the mechanism of equivalent substitutions);
  • be critical of your opinion, recognize with dignity the fallacy of your opinion (if it is such) and correct it;
  • offer an alternative solution in a conflict situation;
  • highlight the common point of view in the discussion;
  • agree on rules and issues for discussion in accordance with the task assigned to the group;
  • organize educational interaction in a group (determine common goals, distribute roles, negotiate with each other, etc.);
  • eliminate communication gaps within the dialogue that are caused by misunderstanding/rejection on the part of the interlocutor of the task, form or content of the dialogue.

10. The ability to consciously use verbal means in accordance with the task of communication to express one’s feelings, thoughts and needs; planning and regulation of its activities; proficiency in oral and written speech, monologue contextual speech (Federal State Educational Standards LLC clause 10). The student will be able to:

  • determine the communication task and select speech means in accordance with it;
  • select and use speech means in the process of communication with other people (dialogue in pairs, in a small group, etc.);
  • present, orally or in writing, a detailed plan of one’s own activities;
  • comply with the norms of public speech and regulations in monologue and discussion in accordance with the communicative task;
  • express and justify an opinion (judgment) and request the opinion of a partner as part of a dialogue;
  • make a decision during the dialogue and coordinate it with the interlocutor;
  • create written “clichéd” and original texts using the necessary speech means;
  • use verbal means (means of logical communication) to highlight the semantic blocks of your speech;
  • use non-verbal means or visual materials prepared/selected under the guidance of the teacher;
  • make an evaluative conclusion about the achievement of the communication goal immediately after the completion of the communicative contact and justify it.

11. Formation and development of competence in the field of use of information and communication technologies (hereinafter referred to as ICT competences) (Federal State Educational Standard LLC clause 10). The student will be able to:

  • purposefully search for and use information resources necessary to solve educational and practical problems using ICT tools;
  • select, build and use an adequate information model to convey your thoughts using natural and formal languages ​​in accordance with the conditions of communication;
  • highlight the information aspect of the problem, operate with data, use a model for solving the problem;
  • use computer technologies (including the selection of software and hardware tools and services adequate to the task) to solve information and communication educational tasks, including: computing, writing letters, essays, reports, abstracts, creating presentations, etc.;
  • use information in an ethical and legal manner;
  • create information resources of different types and for different audiences, observe information hygiene and information security rules.

Cognitive UUD

12. Formation and development of environmental thinking, the ability to apply it in cognitive, communicative, social practice and professional guidance (Federal State Educational Standards LLC p. 10). The student will be able to:

  • determine your attitude to the natural environment;
  • analyze the influence of environmental factors on the habitat of living organisms;
  • conduct causal and probabilistic analysis of environmental situations;
  • predict changes in the situation when the action of one factor changes to the action of another factor;
  • disseminate environmental knowledge and participate in practical activities to protect the environment;
  • Express your attitude towards nature through drawings, essays, models, design work.

1. Determination of personal UUDs.

:

Literary reading

Tracing the fate of the hero;

Fine arts:

Technology:

Self-determination;

Personal UUD

Evaluation criteria

Student's internal position
  • feeling of need for learning;
  • breadth of range of estimates;

Method “Who Am I?” (M.Kun)
  • Interest in new things;

7. Work efficiency.

8. Memo for the teacher

Create an atmosphere of success.

Activities of teachers in the formation of personal educational skills in elementary school during the implementation of the Federal State Educational Standard of Education.

In connection with the implementation of the Federal State Educational Standard of Education, the main task of the teacher is to raise an active, inquisitive, positive student. My task today is to show the experience of my work on the formation of personal UUD.

Every person plays social roles in life: in relationships at work we are colleagues, in relationships with children we are mothers, in relationships with friends we are girlfriends, in the family we are wives, mothers, grandmothers. Starting from primary school age, we must teach children to play social roles in order to raise them to be worthy citizens of our country.

1. Determination of personal UUDs.

Personal learning activities provide students with value-semantic orientation (the ability to correlate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior), as well as orientation in social roles and interpersonal relationships.

2. In relation to educational activities, three types of actions should be distinguished:

Self-determination - personal, professional, life self-determination;

Meaning formation is the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what motivates the activity, for the sake of which it is carried out.

Moral and ethical orientation is the action of moral and ethical assessment of the assimilated content, ensuring personal moral choice based on social and personal values.

3. There are 2 groups of personal UUD.

1). Personal universal learning activities that reflect attitudes towards social values :

1. identify your belonging to the people, country, state;

2. show understanding and respect for the values ​​of other cultures;

3. show interest in the culture and history of your people, native country;

4. distinguish between basic moral and ethical concepts;

5. correlate actions with moral standards; evaluate your own and others’ actions (“ashamed”, “honestly”, “guilty”, “did the right thing”, etc.);

6. analyze and characterize the emotional states and feelings of others, build your relationships taking them into account;

7. evaluate situations from the point of view of rules of behavior and ethics;

8. motivate your actions; express readiness in any situation to act in accordance with the rules of conduct; show kindness, trust, attentiveness, help, etc. in specific situations.

2). Personal universal learning actions that reflect the attitude towards learning activities:

1. perceive the speech of the teacher (classmates) not directly addressed to the student;

2. express a positive attitude towards the learning process: show attention, surprise, desire to learn more;

3. evaluate your own educational activities: your achievements, independence, initiative, responsibility, reasons for failures;

4. apply the rules of business cooperation: compare different points of view; take into account the opinion of another person; show patience and goodwill in a dispute (discussion), trust in the interlocutor (participant) of the activity.

In order to form personal UUD, I rely on a rough plan.

4. Approximate plan for the formation of personal UUD.

Literary reading

Working with the text of literary works;

Tracing the fate of the hero;

Comparison of the image of “I” with the heroes of literary works;

Identifying oneself with the characters of the work, correlating and comparing their positions, views and opinions;

Identifying the moral content and moral significance of the characters’ actions;

Getting to know the heroic historical past of your people and your country and experiencing pride and emotional involvement in the exploits and achievements of its citizens.

For example, while studying the works of B. Zakhoder, children compared the image of “I” with the heroes of a literary work, identifying themselves with the heroes, comparing different positions and opinions.

In the lesson “My friends are heroes of fairy tales,” while studying original and folk tales, children complete tasks to come up with a hero and write a fairy tale about him. At this stage of the lesson, personal UUD is formed - identifying the moral content and moral significance of the characters’ actions. As a result, the collage “Heroes of New Fairy Tales” was created. The main task of an adult is to create such an emotional environment for making decisions so that children are not afraid to do things differently in creative tasks “as expected.”

In the lessons of the surrounding world we form:

The formation of a worldview, life self-determination and the formation of a Russian civil identity;

Formation of the foundations of historical memory;

Formation of the foundations of environmental awareness, literacy and culture of students, mastering the elementary norms of adequate nature-conforming behavior;

In the lesson “Bird Life in Spring,” children developed a birdhouse project and the foundations of environmental consciousness, literacy and culture of students were formed, and the development of elementary norms of adequate nature-conforming behavior was formed.

Fine arts:

Formation of tolerance, aesthetic values ​​and tastes, creative self-expression, promoting the development of positive self-esteem and self-esteem in students.

Introducing to world and domestic culture and mastering the treasury of fine arts, folk, national traditions, and the art of other peoples.

We have a good friend in our class - the clown Klepa, who becomes the hero of many lessons. At the fine arts lesson “Portrait of a Friend,” Klepa told the kids about his friend. During the lesson, a sense of tolerance and building friendships was formed. The children gave a definition - What a good friend should be.

Technology:

Self-determination;

Development of achievement motivation and readiness to overcome difficulties

Familiarization of students with the world of professions and their social significance, the history of their origin and development as the first step in the formation of readiness for preliminary professional self-determination.

5. Ways to form personal UUD-

Formation in a child of the importance and significance of moral choice as part of working with value-based material and its analysis;

Organization of a system-activity approach, within the framework of which students could live and acquire the necessary knowledge and value range;

Teaching schoolchildren examples of working in groups, showing how to come to a common decision in group work, helping to resolve educational conflicts, teaching constructive influence skills;

Developing students’ skills and ways of expressing their thoughts, defending their own opinions, and respecting the opinions of others;

Teaching the art of argument; assisting the child in building an individual route, creating a situation of success.

6. Criteria for assessing personal LUDs.

Personal UUD

Evaluation criteria

Typical diagnostic tasks for students

Student's internal position
  • positive attitude towards school;
  • feeling of need for learning;
  • an adequate meaningful idea of ​​the school;
  • preference for classroom group classes over individual classes at home.

Methodology “Conversation about school” (modified version of T.A. Nezhnova, D.B. Elkonin, A.L. Wenger)

Self-esteem (differentiation, reflexivity)
  • breadth of range of estimates;
  • representation of the student’s social role in the “I-concept”;
  • reflexivity as an adequate conscious understanding of the qualities of a good student.

Method “Who Am I?” (M.Kun)

Motivation for learning activities
  • Formation of cognitive motives;
  • Interest in new things;

Formation of social motives.

Methodology “Unfinished Fairy Tale” (test for cognitive initiative)

7. Work efficiency.

The consequence of the work is a significant increase in the level of motivation for learning activities. Active participation of children in school Olympiads, competitions of various levels for the production of New Year's toys, cards, collages; social events: “Orange mood” - helping orphanages, “Our common victory” - for the celebration of May 9, “Help the birds” - making feeders. A children's vocal group "Kapelki" has been created in the class; children take part in school and city events. All children are involved in school and city clubs and sections, play football (organized within the framework of the Federal State Educational Standard), dancing, hiking, and study at an art school.

8. Memo for the teacher

Any actions must be meaningful. This applies primarily to those who demand action from others.

The development of internal motivation is an upward movement.

The tasks that we set for the child should not only be understandable, but also internally pleasant to him, i.e. they must be meaningful to him.

Create an atmosphere of success.

Helping a child is easy to learn.

Help you gain confidence in your strengths and abilities.

Do not skimp on encouragement and praise.

Become a creator and then every new step in your professional activity will become a discovery of the world of the child’s soul.

The formation of UUD is placed at the forefront of the learning process. Complicating the content of educational material in school education without due attention to the task of forming educational activities leads to students’ lack of ability to learn. After all, today's information society requires a learner, capable of independently learning and relearning many times over the course of an ever-lengthening life, ready for independent actions and decision-making.

That is why the problem of independent successful acquisition by students of new knowledge, skills and competencies, including the ability to learn, has become and remains urgent for schools. Great opportunities for this are provided by the development of universal learning activities (ULA)

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“Formation of universal educational activities in the educational process”

Formation of universal educational actions in the educational process

The main task of the modern education system is the formation of “universal learning activities” (hereinafter referred to as UAL). UUD is the subject’s ability for self-development and self-improvement through the conscious and active appropriation of new social experience; a set of student actions that ensure his cultural identity, social competence, tolerance, ability to independently acquire new knowledge and skills, including the organization of this process.

The main types of UUD can be divided into four blocks:

    Communicative actions - ensure social competence and conscious orientation of students to the positions of other people (primarily a partner in communication or activity), the ability to listen and engage in dialogue, participate in a collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults.

    Personal actions provide students with value-semantic orientation (the ability to correlate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships. In relation to educational activities, two types of actions should be distinguished: 1) the action of meaning formation; 2) the action of moral and ethical assessment of the acquired content.

    Regulatory actions - ensure that students organize their learning activities. These include: goal setting, planning, forecasting, control in the form of comparison of the method of action and its result, correction, evaluation, volitional self-regulation.

    Cognitive actions include general educational, logical actions, as well as actions of posing and solving problems.

The learning process sets the content and characteristics of the child’s educational activity and thereby determines the zone of proximal development of these universal educational activities and their properties. Universal educational actions represent an integral system in which the origin and development of each type of educational action is determined by its relationship with other types of educational actions and the general logic of age development.

Conditions ensuring the development of UUD :

The formation of UUD in the educational process is determined by the following three complementary provisions:

    the formation of UUD as a goal determines the content and organization of the educational process;

    the formation of UUD occurs in the context of mastering various subject disciplines and extracurricular activities;

    universal educational activities can be formed only when students perform educational work of a certain type based on the use by teachers of technologies, methods and techniques for organizing educational activities that are adequate to the age of students.

Selection and structuring of educational content, determination of forms and methods of teaching - all this should take into account the goals of forming specific types of educational learning.

Examples of forms of educational activity as a condition for the formation of UUD:

Educational cooperation

Educational cooperation allows for the formation of communicative, regulatory, cognitive and personal universal learning activities.

The teacher perceives the child as an equal partner, an active, influential participant in the educational process, and organizes mutual communication and dialogue.

Participants in the process are emotionally open and free in their statements. The child freely uses the help of a teacher or peers.

With such cooperation the teacher acts as an organizer, which acts indirectly and not by direct instructions. Such communication is as close as possible to the child. Organization of work in pairs, groups, independent work using additional information sources.

Creative, design,

educational and research

activity

Artistic, musical, theatrical creativity, design, concept formation and implementation of socially significant initiatives, etc.

Work on projects harmoniously complements classroom activities in the educational process and allows you to work on obtaining personal and meta-subject educational results in more comfortable conditions for this, not limited by the time frame of individual lessons.

The focus of projects on an original final result in a limited time creates the prerequisites and conditions for achieving regulatory meta-subject results.

The joint creative activity of students when working on projects in a group and the necessary final stage of work on any project - presentation (defense) of the project - contribute to the formation of meta-subject knowledgecommunicativeskills.

Personal results when working on projects can be obtained by choosing the topics of the projects.

Control - evaluation and

reflective activity

Self-esteem is the core of a person’s self-awareness, acting as a system of assessments and ideas about oneself, one’s qualities and capabilities, one’s place in the world and in relationships with other people.

The central function of self-esteem is regulatory function. The origin of self-esteem is related to the child's communication and activities.

The development of self-esteem is significantly influenced by specially organized educational assessment activities.

Conditions for the development of the action of assessing educational activities:

    setting the student the task of evaluating his or her activities (it is not the teacher who evaluates, the child is given the task of evaluating the results of his or her activities);

    the subject of assessment is learning activities and their results;

    methods of interaction, own capabilities for carrying out activities;

    organizing objectification for the child of changes in educational activities based on comparison of his previous and subsequent achievements;

    formation in the student of an attitude towards improving the results of his activities (assessment helps to understand what and how can be improved);

    developing in the student the ability to cooperate with the teacher and independently develop and apply criteria for differentiated assessment in educational activities, including the ability to analyze the causes of failures and identify the missing operations and conditions that would ensure the successful completion of the educational task;

    organization of educational cooperation between teachers and students, based on mutual respect, acceptance, trust, and recognition of the individuality of each child.

Labor activity

Self-service, participation in socially useful work, in socially significant labor actions. Systematic work develops positive personality qualities: organization, discipline, attentiveness, observation. Work

for younger schoolchildren allows the teacher to better know their individual characteristics, find out their creative potential, and develop certain abilities.

Labor activity allows the formation of personal universal learning actions.

Sports activities

Mastering the basics of physical education, getting acquainted with various sports, and experience participating in sports competitions will allow you to form volitional personality traits, communicative actions, regulatory actions.

Forms of organization of educational space that contribute to the formation of educational learning.

Problem situation;

Peer education;

Free lesson;

Multi-age lesson

cooperation, etc.

Form of educational activity for setting and solving educational problems

Training session

Place of various group and individual practices

Advisory session

Form for resolving problems of a junior schoolchild at his request to the teacher

Creative workshop

To organize creative team activity skills

Conference, seminar

Form for summing up creative activity

Individual lesson

Form of organization of activities to build individual educational trajectories

Extracurricular forms

A place for realizing personal goals and interests of younger schoolchildren.

The teacher’s task as an educator is to support children’s good initiatives and provide opportunities for their implementation.

How to create a UUD (list of UUD generation technologies)

    To develop the ability to evaluate their work, children themselves learn to evaluate their assignment using the proposed algorithm.

    The teacher pays attention to the developmental value of any task

    The teacher does not compare children with each other

    The teacher shows why this or that knowledge is needed, how it will be useful in life

    The teacher tells new material in class, attracting children to discover new knowledge.

    The teacher teaches children how to work in a group

    The teacher shows how you can come to a common decision when working in groups

    The teacher intervenes in educational conflicts by speaking (directing, showing) a model

    During the lesson, the teacher pays great attention to children’s self-testing, teaching them how to find and correct a mistake.

    The teacher sets goals for the lesson and works with children towards the goals

    The teacher teaches children the skills that will be useful to them in working with information - retelling, drawing up a plan, introduces various sources

    The teacher pays attention to the development of memory and logical thinking operations

    The teacher draws attention to general methods of action in a given situation.

    The teacher uses project-based forms of work in class and in extracurricular activities.

    The teacher prefers to form the necessary values, resorting to dialogical communication and including children in the process

    The teacher teaches children to make moral choices as part of working with value-based material and its analysis

    The teacher finds a way to captivate children with knowledge

    The teacher shows the meaning of the teaching, does it in the “correct” form

    The teacher includes children in constructive activities, collective creative activities

    The teacher gives a chance to correct the mistake

    The teacher shows and explains why this or that mark was given, teaches children to evaluate work according to criteria

    The teacher allows other children to participate in the process of grading answers

    The teacher helps the child find himself by creating an individual route

    The teacher teaches the child to set goals and look for ways to achieve

    The teacher teaches children to draw up an action plan before starting to do something.

    The teacher unobtrusively conveys positive values ​​to children, allowing them to live them by their own example.

    The teacher teaches different ways of expressing one’s thoughts, the art of argument, defending one’s own opinion, and respecting the opinions of others

    The teacher organizes activity forms within which children could live and acquire the necessary knowledge

    Teacher teaches children ways to effectively memorize and organize activities

    The teacher unobtrusively conveys the meaning of the teaching to the children

    The teacher shows how to distribute roles and responsibilities when working in a team

    At the end of the task, at the end of the lesson, the teacher and the children evaluate what the children have learned, what worked and what didn’t.

    The teacher uses specialized developmental tasks and questions during the lesson

    The teacher and the child communicate from an “equal” position

    The teacher actively includes everyone in the learning process, encouraging learning collaboration between students, students and teacher

    The teacher builds a lesson in the activity paradigm

    The teacher uses the interactive capabilities of ICT in the lesson

    The teacher organizes work in pairs of shifts

    The teacher gives the children the opportunity to independently choose tasks from the proposed ones.

    The teacher organizes constructive joint activities

The concept of “universal learning activities”

In a broad sense, the term “universal educational actions” means the ability to learn, i.e., the subject’s ability to self-development and self-improvement through the conscious and active appropriation of new social experience.

The ability of a student to independently successfully assimilate new knowledge, to form skills and competencies, including the independent organization of this process, i.e. the ability to learn, is ensured by the fact that universal learning actions as generalized actions open up students the opportunity for broad orientation both in various subject areas and in the structure of the educational activity itself, including awareness of its target orientation, value-semantic and operational characteristics. Thus, achieving the ability to learn requires students to fully master all components of educational activity, which include: cognitive and educational motives, educational goal, educational task, educational actions and operations (orientation, transformation of material, control and evaluation). The ability to learn is a significant factor in increasing the efficiency of students’ mastery of subject knowledge, the formation of skills and competencies, the image of the world and the value-semantic foundations of personal moral choice.

Functions of universal educational actions:

  • ensuring the student’s ability to independently carry out learning activities, set educational goals, seek and use the necessary means and methods to achieve them, monitor and evaluate the process and results of the activity;
  • creating conditions for the harmonious development of the individual and his self-realization based on readiness for lifelong education; ensuring the successful acquisition of knowledge, the formation of skills, abilities and competencies in any subject area.

Personal UUD provide students with value and semantic orientation (the ability to relate actions and events with accepted ethical principles, knowledge of moral standards and the ability to highlight the moral aspect of behavior), as well as orientation in social roles and interpersonal relationships. In relation to educational activities, three types of actions should be distinguished:

  • self-determination - personal, professional, life self-determination;
  • meaning formation is the establishment by students of a connection between the purpose of educational activity and its motive, in other words, between the result of learning and what motivates the activity, for the sake of which it is carried out. The student must ask the question “what meaning does the teaching have for me,” and be able to find an answer to it;
  • moral and ethical orientation is the action of moral and ethical assessment of the acquired content, ensuring personal moral choice based on social and personal values.

Regulatory UUD provide students with organization of their educational activities. These include the following:

  • goal setting - as setting an educational task based on the correlation of what is already known and learned by the student and what is still unknown;
  • planning - determining the sequence of intermediate goals taking into account the final result; drawing up a plan and sequence of actions;
  • forecasting – anticipation of the result and level of assimilation; its temporal characteristics;
  • control in the form of comparing the method of action and its result with a given standard in order to detect deviations from it;
  • correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the expected result of the action and its actual product;
  • assessment – ​​the student’s identification and awareness of what has already been learned and what still needs to be learned, assessing the quality and level of learning;
  • self-regulation as the ability to mobilize strength and energy; the ability to exert volition – to make a choice in a situation of motivational conflict and to overcome obstacles.

Cognitive UUD include general educational, logical actions, as well as actions of posing and solving problems.

General educational universal actions:

  • independent identification and formulation of a cognitive goal;
  • search and selection of necessary information; application of information retrieval methods, including using computer tools;
  • structuring knowledge;
  • conscious and voluntary construction of a speech utterance in oral and written form;
  • choosing the most effective ways to solve problems depending on specific conditions;
  • reflection on methods and conditions of action, control and evaluation of the process and results of activity;
  • semantic reading; understanding and adequate assessment of the language of the media;
  • formulation and formulation of problems, independent creation of activity algorithms when solving problems of a creative and exploratory nature.

A special group of general educational universal actions consists of sign-symbolic actions:

  • modeling;
  • transformation of the model in order to identify general laws that define a given subject area.

Logical universal actions:

  • analysis;
  • synthesis;
  • comparison, classification of objects according to selected characteristics;
  • summing up the concept, deriving consequences;
  • establishing cause-and-effect relationships;
  • building a logical chain of reasoning;
  • proof;
  • putting forward hypotheses and their substantiation.

Statement and solution of the problem:

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

Communicative UUD provide social competence and consideration of the position of other people, communication or activity partners, the ability to listen and engage in dialogue; participate in collective discussion of problems; integrate into a peer group and build productive interaction and cooperation with peers and adults. Types of communicative actions are:

  • planning educational cooperation with the teacher and peers - defining goals, functions of participants, methods of interaction;
  • asking questions – proactive cooperation in searching and collecting information;
  • conflict resolution - identification, identification of problems, search and evaluation of alternative ways to resolve conflicts, decision-making and its implementation;
  • managing the partner’s behavior – monitoring, correction, evaluation of the partner’s actions;
  • the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication, mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

Development of the UUD system as part of personal, regulatory, cognitive and communicative actions that determine the formation of the psychological abilities of the individual, it is carried out within the framework of the normative age development of the personal and cognitive spheres of the child. The learning process determines the content and characteristics of the child’s educational activity and thereby determines the zone of proximal development of the indicated learning activities - the level of their formation, corresponding to the normative stage of development and relevant to the “high norm” of development, and properties.

The criteria for assessing the development of students’ learning skills are:

  • compliance with age-psychological regulatory requirements;
  • compliance of UUD properties with predetermined requirements.

Conditions ensuring the development of UUD

The formation of UUD in the educational process is determined by the following three complementary provisions:

  • The formation of UUD as the goal of the educational process determines its content and organization.
  • The formation of UUD occurs in the context of mastering various subject disciplines.
  • UUD, their properties and qualities determine the effectiveness of the educational process, in particular the acquisition of knowledge and skills, the formation of an image of the world and the main types of student competence, including social and personal.