Essential characteristics of the system-activity approach. Activity approach to learning

Lyubov Pozdnyakova
System-activity approach as the basis for constructing a modern lesson

L. V. Pozdnyakova

SYSTEM-ACTIVITY APPROACH AS A BASIS FOR BUILDING A MODERN LESSON.

The main direction of the new standards is to increase concern for the developmental side of education, for the formation of schoolchildren’s ability to learn.

It is well clear that the general ideas that run like a red thread through the standards were not born today. They have long lived in the minds and deeds of educators, psychologists, methodologists, teachers and entire teaching teams. This is a thesis that has long been in the psychology of learning fundamental: “The child in the learning process should not be an object, but a subject of educational activity.”

What we most often find in the traditional workplace lesson? The teacher announces the topic, tells what is to be done, explains something, checks the perception of the material, organizes training in applying the information, then checks the homework, etc. Who is the student with such an organization of learning - the subject of educational activity (i.e. those who study) or its object (those who are taught? Of course, the object. Society is not satisfied setting up training, since a graduate who leaves school is most often not ready for further independent learning, for rethinking and replenishing knowledge, for mastering new areas of activity. In turn, a primary school graduate is poorly prepared for independent study in secondary school.

That is why again, now in the updated education standards, the question is raised about optimizing learning, about more complete, systemic transition from the past"knowledgeable" approach to activity.

IN basis The most common traditional teaching, the predecessor of developmental teaching, is the idea of ​​independence of development, including mental development, from training. According to this theory, developmental cycles always precede learning cycles. The formula of this theory can be represented So:

learning natural development = zone of actual development

Such learning follows the natural development of the child and uses those cognitive capabilities, the level that the student reaches. The level thus achieved is defined by researchers as a zone of actual development. Given the indicated ratio of the place of learning and development, the teacher has to rely on the principle of accessibility, which is implemented through teaching children "from simple to complex" And "from near to far". According to this principle, at each level of education, schoolchildren are given only what is feasible for them at a given age. It remains unclear who and when was able to accurately and unambiguously determine the extent of this feasibility.

In the 30s of the last century, the famous domestic researcher Lev Semenovich Vygotsky developed a new innovative teaching model that is ahead of development. Their relationship can be represented as follows way:

development learning = zone of proximal development.

According to this theory, learning is not development, but "properly organized", it leads to children’s mental development, develops a number of processes that would become impossible without education. According to L. S. Vygotsky, development processes follow learning, creating a zone of proximal development. It includes those actions that the child is able to perform only in joint activities with the teacher. In this zone, those cognitive capabilities that are usually not revealed in traditional education are realized.

So, let's look at the differences between traditional teaching and learning, activity-based approach.

Traditional training:

1) is based on the principle of accessibility;

2) the student acts as an object of pedagogical activity;

3) focused on mastering a certain amount of knowledge;

4) develops everyday thinking, an empirical way of knowing;

5) by solving specific practical problems, students learn particular methods;

6) as a result, an individual is formed - a person capable of performing activities.

Innovative training. System-activity approach:

1) relies on the zone of proximal development;

2) the student acts as a subject of his own educational activity;

3) aimed at mastering ways of knowing as the ultimate goal of learning;

4) develops theoretical thinking and a theoretical way of knowing;

5) educational tasks come to the fore; by solving them, students learn general methods of mental activity;

6) a personality capable of independent creative activity is formed.

A modern lesson is a lesson, characterized by the following features.

1. Main goal lesson is the development of each individual in the process of training and education.

2. On lesson person-oriented approach to learning.

3. On lesson the ideas of humanization and humanization of education are being implemented.

4. On lesson activity is being implemented approach to learning.

5. Organization lesson dynamic and variable.

6. On the lesson uses modern pedagogical technologies.

Let us sequentially consider all those conditions, the observance of which is an activity approach requires.

1. The presence of a cognitive motive and a specific educational goal.

On every lesson such a motive is realized in the educational goal - awareness of the question that is required, it is interesting to find an answer.

Any primary school teacher today can name the method that allows you to fulfill the specified condition. This is, as psychologists say, - setting a learning task, or, more commonly for a teacher, creating a problematic situation. Gradually becomes an axiom: “Before introducing new knowledge, it is necessary to create a situation... of the need for its emergence.” (G. A. Tsukerman). One of the techniques for creating problematic situations: Introduction to question headings in textbooks. So called "tricky questions" become the starting point for further search.

What methods of motivating children’s activities and forming an active cognitive position are used in textbooks? L systems. V. Zankova.

Here's the most common data:

Questions, judgments, finding errors;

Tasks for which there is insufficient knowledge;

Question headings;

Observations of facts that require new information to explain;

Creative tasks;

Special symbols and icons, and others.

2. Performing actions to acquire missing knowledge.

The essence of the second condition for the implementation of activity approach reveals G well. A. Zuckerman: “Do not introduce knowledge in a ready-made form. Even if there is no way to lead children to discover something new, there is always the opportunity to create a situation of search..."

This condition is closely related to the first one; it seems to continue his: there is a need for new information - steps are being taken to acquire it.

3. Identifying and mastering a method of action for the conscious application of knowledge (for the formation of conscious skills).

With activity approach to learning basic The teacher’s efforts should be aimed at helping children not in memorizing individual information and rules, but in mastering a method of action that is common to many cases. You need to care not just about the correctness of the solution to a particular task, not just about the correctness of the result, but about the correct implementation of the required method of action. The right way of action will lead to the right result.

4. Formation of self-control - both after performing actions and during the process.

The fourth condition of activity approach to learning is associated with a special role in developing the ability to check one’s work.

5. Incorporating learning content into the context of solving significant life problems.

Active approach is the basis the concept of developmental education in any of its variants - be it system D. B. Elkonina - V. V. Davydova, system L. V. Zankova, or anyone modern educational and methodological kit (UMK) traditional systems: "School 2100", "Perspective", "Primary school of the 21st century", "Harmony", "School of Russia" and others. In all systems and educational and methodological sets, the first place is not the accumulation of knowledge, skills and abilities in 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, and not only in individual, but also in joint collective activity.

What changes are taking place in the structure lessons? How build and teach a lesson so that the student becomes the subject of educational activity, so that as a result of it he achieves the desired goals and results? After all, the main goal in teaching for me, as for every teacher, is the key to everyone’s success lesson so that students can use the acquired knowledge not only for lessons, but also in life.

I was faced with the problem of how to organize the educational process in a new way in order to interest each student, develop the individual cognitive abilities of each child and help him know himself. It was the activity-based teaching method that helped solve this problem.

Activity-based learning technology ensures the inclusion of children in educational and cognitive activities. Given this approach the child not only acquires knowledge, but "opens" them in the process of their own activities. The teacher’s task when introducing new material is to organize the collective search activity of children so that the children themselves "we figured it out" until the key problem is solved lesson and explained it yourself how to act in new conditions.

Structure lesson"discovery of new knowledge", built on the basis activity method has the following stages:

1. Stage of self-determination for activity.

Target: Inclusion in educational activities.

2. Updating knowledge and fixing difficulties in activity.

Target: Ready thinking and awareness of need construction a new way of doing things.

3. Setting a learning task.

Target: Identifying the location and cause of the difficulty, setting lesson goals.

4. Constructions project to get out of trouble (discovery of new knowledge).

Target: Construction children of a new way of acting and the formation of the ability to perform.

5. Primary consolidation in external speech.

Target: Learning a new way of doing things.

6. Independent work with self-test.

Target: Application of a new way of action, individual reflection on achieving the goal. Creating situations of success.

7. Inclusion in knowledge system and repetition.

Target: Inclusion "discoveries" V knowledge system, repetition and consolidation of previously learned.

8. Reflection of activity.

Target: Self-assessment of performance results. Awareness of the method construction, boundaries of application of new knowledge.

The above stages of working on a concept are best carried out on one lesson without separating them in time.

You can use the following techniques to create a problem situations:

Encouraging dialogue – formulation of a problem situation, based on the contradiction between everyday and scientific fact and causing surprise in children;

-setting a learning task, based on the contradiction between the need and impossibility of completing the teacher’s task and causing difficulties for children.

There are the following methods for solving educational Problems:

Dialogue motivating a problematic situation (general motivation, hint, message);

Dialogue leading to the discovery of knowledge ( system questions and tasks feasible for the student, which gradually lead the student to understand the topic lesson).

It is necessary to use types of productive tasks:

Formulating questions on the topic lesson;

-creation of a reference signal: diagram, table, supporting words;

Creation of artistic image: metaphor, riddle, poem, fairy tale.

Using activity method technology allows me to conduct interesting lessons, design educational activities that allow you to obtain the required result. At the same time, students learn to express their judgments, opinions, defend their point of view - they develop feelings of empathy, the ability to live and work in a team, the ability to respect themselves, listen and hear each other.

The technology of the activity method is applicable when working on any of the existing educational programs for teaching primary schoolchildren.

Bibliography.

1. Dusavitsky A.K., Kondratyuk E.M., Tolmacheva I.N., Shilkunova Z.I. Lesson in developing training: Book for teachers. – M.:VITA-PRESS, 2008.

2. Peterson L. G., Kubysheva M. A., Kudryashova T. G. Requirements for drawing up a plan lesson on the didactic system activity method. – Moscow, 2006

3. Shubina T. I. Activity method at school http://festival.1september.ru/articles/527236/

4. Approximate main educational program of an educational institution. Primary school / [comp. E. S. Savinov]. – 3rd ed. – M.: Education, 2011. – 204 p. – (Second generation standards).

5. How to design universal learning activities in primary school. From action to thoughts: teacher's manual / [A. G. Asmolov, G. V. Burmenskaya, I. A. Volodarskaya and others]; edited by A. G. Asmolova. – 3rd ed. – M.: Education, 2011. – 152 p.

6. Vygotsky L. S. Collection. Op. / L. S. Vygotsky. – M., 1984. – T. 4.

Pozdnyakova Lyubov Vyacheslavovna

Pedagogical lecture hall

“SYSTEM-ACTIVITY APPROACH TO TRAINING

AND WAYS FOR ITS IMPLEMENTATION"

“The only path leading to knowledge is action”

(B. Shaw)

I would like to start the conversation on this topic with the well-known Eastern wisdom: « Give a man a fish and you only feed him once. Teach him to fish, and he will feed on it all his life.” If we draw a “parallel” with pedagogy, then the main task of the teacher is to organize the educational and cognitive activities of students so that knowledge becomes the result of their own activities.

1.1 As you know, the traditional approach to education focuses on the amount of knowledge - the more knowledge a student has acquired, the better, the higher the level of his education.

The competency-based approach does not deny the importance of knowledge, but it focuses on the ability use acquired knowledge (using key competencies of information, communication, etc.). The formation of these key competencies is facilitated by a systemic activity approach.

The relevance of studying and applying elements of the system-activity approach in pedagogical practice is explained by the gradual introduction of the Federal State Educational Standards, the distinctive feature of which is the focus on educational results, which are considered on the basis of the system-activity approach. In relation to the educational process, this means that at every stage - from planning a course, its individual section or topic - to the stage of final control - the educational process should be focused on the development of the students’ personality, which occurs on the basis of students’ mastery of generalized methods of activity (GMP). That is, for a child to develop, it is necessary to organize his activities.

The concept of a system-activity approach was introduced in 1985 as a consequence of the combination of a systems approach and an activity approach, proving the uselessness of the knowledge, skills and abilities themselves that are not realized in activity.

The system-activity approach assumes:

Education and development of personality traits that meet the requirements of the modern information society;

Transition to a strategy of social design and construction;

Focus on the Federal State Educational Standard;

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

Taking into account the individual age, psychological and physiological characteristics of students;

Ensuring continuity of preschool, primary general, basic and secondary (complete) general 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.

Therefore, teachers need to master pedagogical technologies with which they can implement new requirements. One of them is the “Technology of activity-based teaching method”, developed by the teaching staff under the leadership of Doctor of Pedagogical Sciences, Professor L.G. Peterson.

What is the essence of the activity method, which is the core of the system-activity approach?

The principle of activity is that the formation of a student’s personality and his advancement in development is carried out not when he perceives knowledge in a ready-made form, but in the process of his own activity aimed at “discovering new knowledge.” Chinese wisdom says: “I hear - I forget, I see - I remember, I do - I learn.” The technology of the activity method involves the creation by the teacher of special conditions in which students, relying on acquired knowledge, independently discover and comprehend the educational problem.

The goal of the activity approach is to develop the child’s personality as a subject of life activity. To be a subject is to be the master of your activities: set goals, solve problems, be responsible for results.

The activity approach is organically combined with various modern educational technologies, such as: ICT, gaming technologies (business and retrospective games, intellectual tournaments), critical thinking technology, “Debate” technology, technology of research and design activities, problem-based learning. The named technologies contribute to the formation of universal educational actions in students. However, the problem of finding new teaching technologies is urgent, since there is not and cannot be any one, universal technology.

System of didactic principles,

providing a systematic and activity-based approach.

1. Principle of activity (the student does not receive knowledge in a ready-made form, but obtains it himself: “when I do it myself, I gain experience and knowledge”)

2. The principle of continuity (continuity between topics, sections, courses...)

3. The principle of a holistic view of the world (a generalized, holistic view of the world, of oneself, of the role and place of each science in the system of sciences)

4. The minimax principle (the school offers each student educational content at the maximum (creative) level and ensures its assimilation at the level (of the state standard of knowledge: “we give more, we demand a standard, take as much as you can”)

5. The principle of psychological comfort (removal of stress-forming factors in the educational process, friendly atmosphere)

6. The principle of variability (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 (a situation of success, a mood for creative work)

Educational activities in the context of the system-activity approach include the following components:

Learning task

Learning activities

Actions of self-control and self-esteem.

The usual message of the topic of a lesson is not a statement of an educational task, since in this case cognitive motives do not become personally significant for students. In order for cognitive interest to arise, it is necessary to confront them with a “surmountable difficulty,” that is, offer them a task that they cannot solve using known methods and are forced to invent, “discover” a new way of action. The teacher’s task, by offering a system of special questions and tasks, is to lead students to this discovery. When answering the teacher's questions, students perform substantive and computational actions aimed at solving the educational problem, which are called educational actions. The third component of educational activity is the actions of self-control and self-assessment, when the child himself evaluates the results of his activities and realizes his progress. At this stage, it is extremely important to create a situation of success for each child, which becomes an incentive for his further advancement on the path of knowledge. All three stages of educational activities must be carried out in a system, in a complex. The main stages of this method can be represented by the following diagram:

Setting an educational task → “Discovery” of new knowledge by children → Primary consolidation (commenting) → Independent work with testing in class → Solving training exercises → Control (minimax principle) → Solving repetition problems

The activity approach to lessons is carried out through:

Modeling and analysis of life situations

Using active and interactive techniques

Participation in project activities, mastery of research techniques

Involving students in gaming, evaluation and discussion, reflective activities, as well as project activities - ensuring a free search for an effective approach to solving a problem that meets the child’s individuality.

Students:

Work with sources of information, with modern means of communication;

Critically comprehend current social information coming from various sources, formulate their own conclusions and value judgments on this basis;

Solve cognitive and practical problems that reflect typical situations;

Analyze modern social phenomena and events;

They master typical social roles through participation in educational games and trainings that simulate real-life situations (in humanities lessons)

They give reasons for defending their position and oppose other opinions through participation in discussions, disputes, and debates about modern social problems;

Carry out creative work and research projects.

1.2-1.3 Let us dwell on the structure of the lesson, the features of some of its stages, as well as methodological recommendations in terms of technology

system-activity approach

1.Organizational moment

Goal: inclusion of students in activities at a personally significant level. “I want because I can.”

Students should develop a positive emotional orientation. The teacher includes the children in the activity. The content area is highlighted.

Working methods:

At the beginning of the lesson, the teacher expresses good wishes to the children; offers to wish each other good luck;

The teacher invites the children to think about what will be useful for successful work in the lesson; children speak out;

Motto, epigraph (“Great success begins with little luck”);

Self-test of homework according to the sample.

I set the children up for work by talking through the lesson plan with them (“let’s practice solving examples”, “let’s get acquainted with a new computational technique”, “let’s write an independent work”, “repeat solving compound problems”, etc.)

II. Updating knowledge

Goal: repetition of the studied material necessary for the “discovery of new knowledge” and identification of difficulties in the individual activities of each student.

2. The emergence of a problematic situation.

Updating knowledge and mental operations (attention, memory, speech);

Creating a problematic situation;

Identifying and recording in loud speech: where and why the difficulty arose; topics and objectives of the lesson. First, the knowledge necessary to work on new material is updated. At the same time, effective work is underway on the development of attention, memory, speech, and mental operations.

Then a problematic situation is created and the purpose of the lesson is clearly stated.

III. Setting a learning task

Purpose: discussion of difficulties (“Why did difficulties arise?”, “What do we not know yet?”); articulating the purpose of the lesson in the form of a question to be answered or in the form of a lesson topic.

Methods for setting an educational task: dialogue motivating a problem situation, dialogue leading to a topic, dialogue leading without a problem.

IV. “Discovery of new knowledge” (building a project for getting out of a difficulty)

Goal: solving educational problems (oral problems) and discussing a project for its solution.

Methods: dialogue, group or pair work:

Methods: dialogue leading to hypotheses, dialogue leading to the discovery of knowledge, dialogue leading without problems.

Organization of independent research activities;

Derivation of the algorithm.

Children gain new knowledge as a result of independent research conducted under the guidance of a teacher and try to express it in their own words.

At the end, the discussion is summarized and a generally accepted formulation of new action algorithms is given. To better memorize them, where possible, the technique of translating mathematical rules into the language of images is used.

V. Primary consolidation

Goal: pronouncing new knowledge, recording it in the form of a reference signal.

Methods: frontal work, work in pairs;

Means: commenting, symbolizing, performing productive tasks.

Performing tasks with pronunciation in loud speech in the process of primary consolidation, examples are solved with commentary: children pronounce new rules in loud speech.

VI. Independent work with self-test according to the standard. Self-analysis and self-control

Goal: everyone must come to a conclusion for themselves about what they already know how to do.

A small amount of independent work (no more than 2-3 standard tasks);

Done in writing;

Methods: self-control, self-esteem.

When conducting independent work in class, each child pronounces the new rules to himself.

When checking work, everyone should check themselves to see if they understood everything and remembered the new rules. Here it is necessary to create a situation of success for each child.

VII. Incorporation of new knowledge into the knowledge system and repetition

First, ask students to select from a set of tasks only those that contain a new algorithm or a new concept;

Then exercises are performed in which the new knowledge is used together with previously learned knowledge.

When repeating previously studied material, game elements are used - fairy-tale characters, competitions. This creates a positive emotional background and helps children develop interest in lessons.

VIII. Reflection on activity (lesson summary).

Goal: students’ awareness of their learning activity (learning activity), self-assessment of the results of their own and the entire class’s activities.

Questions:

What was the task?

Did you manage to solve the problem?

How?

What results did you get?

What else needs to be done?

Where can you apply new knowledge? During the process of initial consolidation, examples are solved with commentary: children pronounce new rules in loud speech.

FOR INFORMATION

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

1. A lesson in “discovering” new knowledge, aimed at developing students’ ability to perform a new way of action, expanding the conceptual base by including new elements into it.

2. Reflection lesson - developing students’ ability to reflect (fixing their own difficulties in activities, identifying their causes, constructing and implementing a project to overcome difficulties, etc.).

3. A lesson with a general methodological orientation - developing students’ ability to a new way of acting.

4. Developmental control lesson - developing students’ ability to carry out control functions with the following structure:

students writing a test version;

comparison with an objectively justified standard for performing this work;

Today there is a new type of methodological product - a technological lesson map, which ensures effective and high-quality teaching of educational courses at school and the ability to achieve the planned results of mastering basic educational programs in accordance with the Federal State Educational Standard. The structure of the technological map includes:

topic title with hours;

the goal of mastering educational content;

planned results (personal, subject, meta-subject, information and intellectual competence and learning achievement);

meta-subject connections and organization of space (forms of work and resources);

basic concepts of the topic;

technology for studying the specified topic (at each stage of work the goal and predicted result are determined, practical and diagnostic tasks are given);

control task to check the achievement of planned results.

So, the system-activity approach to education is not only a set of educational technologies, methods and techniques, it is also a kind of philosophy of education of a new school, which allows the teacher to create, search, become a master of his craft in collaboration with students, and work for high results, to form universal learning activities in students - thus preparing them for continued education and for life in constantly changing conditions.

A feature of the new generation standard is the combination of a systemic and activity-based approach to teaching as a methodology of the Federal State Educational Standard. Training must be organized in such a way as to purposefully lead development. The main tasks of education today are not just to equip a graduate of a general education institution with a fixed set of knowledge, but to develop in him the ability and desire to learn throughout his life, to work in a team, and the ability for self-change and self-development based on reflexive self-organization. The teacher’s task today is to include the student himself in educational activities, organize the process of children’s independent acquisition of new knowledge, and the application of acquired knowledge in solving cognitive, educational, practical and life problems. To solve this problem, the technology of the activity-based teaching method is used, the implementation of which must begin from the first grade.

Characterizing the key words in the system-activity approach in the primary education system, we will name the following: search, think, collaborate, get down to business, adapt.

Let's decipher them:

• - search - question the environment, consult a teacher, obtain information;
• - think - establish relationships between past and present events, be critical of a particular statement, proposal, be able to confront uncertainty and complexity, take a position in discussions and develop your own opinion, evaluate social habits related to health, as well as the environment , evaluate works of art and literature;
• - cooperate - be able to work in a group, make decisions, resolve disagreements and conflicts, negotiate, develop and fulfill assigned responsibilities;
• - get down to business - get involved in work, bear responsibility, join a group or team and make your contribution, organize your work, use computing and modeling devices;
• - adapt - use new technologies of information and communication, resist difficulties steadfastly, find new solutions.

In the context of the transition of secondary schools to the Federal State Educational Standard, teachers are faced with the task of developing knowledge in accordance with new standards, universal actions that provide all academic subjects, and competencies that allow students to act in a new environment at a qualitatively high level. The implementation of these tasks is fully facilitated by the system-activity approach to training, which is included in the new standards.

Children in lessons work in accordance with their capabilities, participate in equal dialogue, and realize the value of their participation in solving various educational problems. This technology requires students to be able to express their opinion, justify it, and build a chain of logical reasoning. The learning process is more effective when I talk less than my students.

The technology of the system-activity method means that the formulation of an educational problem and the search for its solution are carried out by students in the course of a dialogue specially built by the teacher. Children, under the guidance of a teacher, but with a high degree of independence, answer questions and discover new knowledge.

Develop the ability to see each phenomenon from different points of view. Possession of such a skill is one of the most important characteristics of a modern person. It is associated with such personality traits as tolerance for other people's opinions and habits, willingness to cooperate, mobility and flexibility of thinking.

The system-activity approach is carried out through:

• - modeling and analysis of life situations in the classroom;
• - use of active and interactive techniques;
• -participation in project activities, mastery of research techniques;
• -involving students in gaming, evaluation, discussion, and reflective activities.

Students perform work in class in the following areas:

• - work with sources of information;
• - solve cognitive and practical problems that reflect typical situations;
• - analyze modern social phenomena and events;
• - master typical social roles through participation in educational games and trainings that simulate real-life situations;
• - argue for the defense of their position and oppose other opinions;
• - carry out creative work and research projects.

In lessons, students work according to their capabilities, participate in equal dialogue, and realize the value of their participation in solving a variety of educational problems. This technology requires students to be able to express their opinion, justify it, and build a chain of logical reasoning. The learning process is more effective when the teacher speaks less than his students. Children are given the opportunity to develop the ability to see every phenomenon from different points of view, listen to the opinions of others, draw their own conclusions, and not be afraid to prove their point of view. The technology of the system-activity method means that the formulation of an educational problem and the search for its solution are carried out by students in the course of a dialogue specially built by the teacher.

Another type of creative task is educational role-playing games. In grades 1-2, educational role-playing is a mandatory structural component of a lesson on the surrounding world. Trying on the role of real people, animals, plants, objects of the surrounding world, students develop imagination, creative thinking, and communication skills.

As a result of using the problem-dialogical method in the educational process, students’ emotional response to the learning process, motivation for learning activities, and interest in mastering new knowledge, skills and their practical application increases. All this contributes to the development of schoolchildren’s creative abilities, oral speech, the ability to formulate and express their point of view, and activates thinking.

The specificity of the modern world is that it is changing at an increasingly rapid pace. Every ten years, the amount of information in the world doubles. Therefore, the knowledge acquired by people at school becomes outdated after some time and needs correction, and the results of learning, not in the form of specific knowledge, but in the form of the ability to learn, are becoming increasingly in demand today. Our time is a time of change. Now Russia needs people who can make non-standard decisions and who can think creatively. Unfortunately, modern mass schools still retain an uncreative approach to the acquisition of knowledge. Children are deprived of the joy of discovery and may gradually lose the ability to be creative.

The system-activity approach is the methodological basis of the standards for primary general education of the new generation. The main result of the system-activity approach is the development of the child’s personality based on the development of universal educational actions.

The system-activity approach involves the use of the following technologies in elementary school:

problem-dialogical technology;

assessment technology;

productive reading technology;

participatory modes of learning (CSR);

technology for the development of critical thinking;

information and communication technologies;

technology of project-based learning.

Training must be organized in such a way as to purposefully lead development. Since the main form of organization of learning is a lesson, it is necessary to know the principles of lesson construction, an approximate typology of lessons and criteria for assessing a lesson within the framework of a systemic activity approach. The implementation of the activity method technology in practical teaching is ensured by a system of didactic principles, the leading of which is the principle of activity. It lies in the fact that the student, receiving knowledge not in a ready-made form, but obtaining it himself, is aware of the content and forms of his educational activities, understands and accepts the system of its norms, actively participates in their improvement, which contributes to the active successful formation of his general cultural and activity abilities, universal educational actions. I will focus on the use of problem-dialogical technology, which most fully reflects the essence of the system-activity approach.

The learning process is always learning activities - either subject-based practical actions (for example, the simplest work actions, practical communication in a foreign language), or mental actions. Teaching activity means making learning motivated, teaching the child to independently set a goal and find ways and means to achieve it (i.e., optimally organize one’s activities), helping the child develop the skills of control and self-control, assessment and self-esteem. The teacher should not simply “train” the child in performing some operations or techniques. These operations must be comprehended and accepted by the student; he must be able to independently choose the most appropriate methods for solving educational problems, and ideally, find his own methods of action that have not been encountered in his practice.

The first stage of activity-based learning is 1st grade. Children learn to independently formulate the topic of the lesson, find answers to questions, and learn to work in a group (in pairs).

In 3rd grade - group work. Group work is one of the forms of activity-based teaching method. This form of work requires a certain preparation of the teacher for the lesson, but the result of the work is justified. With proper pedagogical guidance and management, the basic conditions of collectivity are realized: students are involved in collective creative activity, meaningful communication and interaction, distribution of labor between group members; mutual training and mutual control are carried out. In this way, children are introduced to important life skills: effective communication, the ability to listen, the ability to agree with another's point of view, the ability to resolve conflicts, and the ability to work together to achieve a common goal. The ability to manage both their own and joint activities in a group allows students to be active participants in learning activities.

The priority of activity goals requires:

new approaches to organizing the learning process,

new types of lessons,

a new system of interaction between teacher and student.

Based on the general structure of educational activities, the educational process must be structured in such a way that each student has the opportunity to systematically perform the entire complex of universal educational activities defined by the Federal State Educational Standard, maintaining and strengthening their health and achieving personal, meta-subject and subject results sufficient for successful continuing education in basic school.

To this end, explanation methods are replaced by an activity-based teaching method based on the method of reflexive self-organization, and the traditional technology of an explanatory-illustrative teaching method? activity method technology.

Based on this, activity-oriented lessons on goal setting can be divided into four groups:

• 1. lessons in discovering new knowledge
• 2. reflection lessons
• 3. lessons of general methodological orientation;
• 4. lessons of developmental control.

Lesson “Discovery” of new knowledge

The main objectives of this lesson:

Developmental goal: developing students’ ability to act in a new way,

Learning goal: expanding the conceptual base by including new elements.

Having well studied and practiced the structure of the lesson “Discovery” of new knowledge, my colleagues and I share our experience of working at school.

A distinctive feature of reflection lessons from reinforcement lessons in the traditional model is the recording and analysis of difficulties in one’s own educational activities.

The main goals of the reflection lesson:

• 1. correction and training of learned concepts, algorithms, etc. (how much have I mastered a new concept, property, algorithm)
• 2. developing the ability of students to correct the method of action (forming the ability to identify difficulties in activities, identify their causes, build and implement a project to overcome difficulties)

Despite quite a lot of preparation on the part of the teacher, they are the most interesting for children. Children in these lessons do not just practice solving problems - they independently find their mistakes, identify the cause of these errors, they are given the opportunity to independently correct mistakes and make sure that they are corrected correctly, and learn to reflect on their activities. And this is so relevant now, because... Self-esteem and self-control determine the child’s relationship with others, self-demandingness, and attitude toward successes and failures.

The next type of lesson is a lesson of a general methodological orientation

The main goals of this type of lesson:

• 1. formation of students’ ability to a new method of action associated with building the structure of the studied concepts and algorithms.
• 2. identification of the theoretical foundations for constructing content and methodological lines.

These lessons are organized in accordance with the technology of the activity method. A distinctive feature of methodologically oriented lessons from traditional lessons of generalization and systematization of knowledge is that, along with the factual statement and listing of the properties of the studied concept in a certain system, the principle of mastering the studied methods of action in a given sequence is revealed.

A new type of lesson is a lesson of developmental control.

His goals:

• 1. developing students’ ability to carry out control functions. ??????? ???? ???????
• 2. control and self-control of the studied concepts and algorithms.

A distinctive feature of this lesson is that the test is carried out in accordance with the established structure of “managerial”, criterion-based control. Also in this type of lesson there is a recording and reflective analysis of mistakes made in the work.

Developmental control lessons are conducted in accordance with the technology of the activity method and involve two stages: 1) conducting a test; 2) analysis of the test work. These stages are carried out in two lessons. Developmental control lessons involve writing a test or independent work and its reflective analysis. Therefore, in their structure, in the methods of preparation and delivery, these lessons resemble reflection lessons.

Thus, the implementation of the system-activity method of teaching allows the teacher not only to increase the motivation of students to acquire new knowledge, but also to teach children creativity, to cultivate in each child an independent personality who owns the tools of self-development and self-improvement, and is able to find effective ways to solve a problem, relying on existing life experience, search for the necessary information, think critically, engage in discussion.

As the basis of the Federal State Educational Standard, it has become especially relevant in the context of innovations currently occurring in our country, including in the field of preschool education. It has become an important means of socio-economic and cultural formation of the intellectual potential of the Russian Federation.

The significance of changes in the system of additional education

The basis of the Federal State Educational Standard is a systematic, activity-based approach to each child, developing in the younger generation the ability to solve complex problems and tasks. Modern society puts forward serious demands on the process of additional education. Russia needs moral, educated, enterprising young people who are able to predict the results of their actions, who are ready to feel pride and responsibility for their family and country.

Since the priority of the educational system and society is the preparation of young people entering a new life, the result of training is characterized by their successful adaptation in society.

The system-activity approach as the basis of the Federal State Educational Standard is aimed at creating optimal conditions for self-realization of the younger generation of post-industrial society. A teacher cannot “sculpt” or “make” a child with a passive version of teaching and upbringing. Only by involving schoolchildren in joint activities can the desired result be achieved and the social order be fulfilled in full.

New educational trajectories

The system-activity approach as the basis of the Federal State Educational Standard involves assessing the quality of education according to certain criteria:

• learning results are personal and socially significant;
• high-quality knowledge allows children to build individual educational trajectories for personal development;
• differentiation of training is allowed while maintaining the unity of theoretical material;
• increased motivation of schoolchildren to study is manifested;
• conditions are created for personal and general cultural improvement;
• the formation of competencies is carried out in different subject areas.

The system-activity approach as the basis of the Federal State Educational Standard has practical significance; it is relevant and in demand in modern society.

History of formation

The idea of ​​combining activity and systems approaches was proposed by domestic scientists and teachers. The system-activity approach as the methodological basis of the Federal State Educational Standard appeared in 1985. Among its developers, we highlight E.V. Ilyenkov, E.G. Yudin, and psychologist A.G. Asmolov. The developers of the new educational system carefully studied the experience of foreign colleagues, as well as the methods of developmental and advanced learning created by L. S. Vygotsky, L. V. Zankov, D. B. Elkonin.

The system-activity approach as the methodological basis of the Federal State Educational Standard was the result of a synthesis of various innovative technologies created in the 20th century by foreign and domestic psychologists and scientists. He included the best teaching experience of several decades. Today, the system-activity approach is the basis of domestic education at all levels, including the preschool system.

The educational process in preschool educational institutions is regulated by state standards developed for the preschool educational program.

The essence of the approach

The system-activity approach as the basis of the Federal State Educational Standard for preschool education has the following essence:

• development and education of personal qualities that fully meet the needs of the information environment, modern economy, based on tolerance and respect for representatives of other nationalities;
• the system-activity approach, the basis of the Federal State Educational Standard of Preschool Education, is considered as a transition in the educational environment to a strategy of social construction and design based on the content and methods of education, ensuring individuality, cognitive activity and personal development of students;
• focus on learning outcomes (the student’s personality is formed on the basis of his assimilation of universal learning actions in the process of learning about the world around him);
• a decisive role is given to methods of organizing activities, as well as options for achieving social, personal, cognitive improvement of students.

Forms and methods

The system-activity approach as the basis for the implementation of the Federal State Educational Standard makes it possible to take into account the age-related, physiological, and psychological characteristics of children. Particular importance in the new educational system is given to the search for forms of communication between mentor and student for full and productive joint activities.

New technologies ensure a smooth transition from preschool education to the school level.

The system-activity approach as the basis for the implementation of the Federal State Educational Standard is distinguished by various organizational forms and allows taking into account the individual abilities of each individual student. Teachers can work not only with gifted children, but also with children with health limitations.

Personality development

As a result of joint fruitful activities, children get the opportunity to realize their creative potential.

The system-activity approach is the basis for the effective implementation of the second generation Federal State Educational Standard. This method differs from traditional educational technologies in its variety of forms and the possibility of active inclusion in search and research activities.

How else do innovative educational technologies differ? The system-activity approach is the basis of the Federal State Educational Standard of LLC, without it it is difficult to fulfill the requirements that society places on the level of modern education.

The basis for the success of each child, the formation of his skills and numerous competencies, should be a systematic change of methods and types of activities, which is fully ensured by innovative educational technologies.

The system-activity approach as the technological basis of the Federal State Educational Standard needs an updated methodological base. It involves the selection of a set of innovative approaches and techniques that allow the teacher to enhance the students’ own activities.

Specifics of the approach

The system-activity approach to teaching is the basis of the Federal State Educational Standard for preschool education. At the end of the last century, in domestic education attention was paid only to the acquisition of knowledge. No one attached importance to the issue related to the search for effective ways to assimilate theory, the development of individuality, the formation of citizenship and patriotism in the younger generation.

Training was based on the verbal method and forms of transmitting ready-made information, impersonality and monotony, and passive teaching of children. The information that they were forced to memorize was useless, schoolchildren did not need it in everyday life, and did not contribute to social adaptation and success in the profession.

Relevance of the method

Peterson created the system-activity approach. As the basis of the Federal State Educational Standard, he proposed the organization and control of educational and educational activities of preschool children in the context of life. A prerequisite is to take into account life plans, interests, values, and the use of innovative techniques and techniques.

The new preschool education paradigm has an activity-based version. Its main goal is the development of the personality of a preschooler on the basis of mastering universal methods of developing skills and abilities that form the instrumental basis of educational learning.

The system-activity approach is the basis of the Federal State Educational Standard of NEO. Its distinctive feature is the allocation of special attention to the process of development of the personality of a preschooler, his acquisition of moral, spiritual, and social experience.

It is this approach that has recently become the leading scientific method of cognition and transformation of objects. This direction of the methodology of theoretical research and social practice, based on the consideration of various subjects and objects as integral systems, makes it possible to identify the variability of educational subject areas.

Federal state requirements of the new generation require the allocation of a certain number of hours for the regional component in all academic disciplines. For example, as part of environmental education, children get acquainted with the trees, plants, and animals of their region, and gain experience in a tolerant attitude towards living nature.

The essence of the technique is to consider independent components in interconnection, movement, constant development and improvement.

This activity-based approach is the basis of the Federal State Educational Standards LLC, which are currently introduced into Russian preschool education.

A differentiated approach to education makes it possible to identify systemic integrative properties, as well as qualitative characteristics necessary for the harmonious development of the younger generation in Russia.

The historical, functional, substantive aspects of an integrated approach require a combination of such principles of analysis as specificity, historicism, taking into account development and comprehensive connections.

The cultural-historical aspect is based on the theoretical provisions of the pedagogical concepts of Galperin, Leontiev, Vygotsky. They paid special attention to the basic psychological laws of the processes of education and training, the structure of the educational activities of preschoolers, with mandatory consideration of the main features of the individual age development of children.

The main type of thinking that is associated with the new educational concept involves empirical thinking. The child gets the opportunity to select his own content of education, to choose in large quantities those areas that are interesting to children.

Transformations to preschool educational institutions

The system-activity approach accompanies the modernization of the general educational paradigm, which is reflected in the transition:

• From setting the goal of modern preschool education as the acquisition of skills, abilities, and knowledge to setting a goal as a way of developing the competence to learn and master new universal skills.
• From the limitation of educational material within the scope of the subject, an orientation towards understanding the teaching as a way of adaptation in modern society is assumed.
• From the chaotic educational activity of the child there is a transition to the development of an individual educational path of development.
• From an individual type of learning material to an awareness of the important role of cooperation in the process of achieving basic educational goals.

Let us note that competency-based and competency-based approaches to learning do not contradict the tasks that the second generation Federal State Educational Standard sets for teachers of preschool educational institutions. The combination of various pedagogical techniques with project and research activities gives the desired result and helps teachers develop in students all the qualities specified in the modern educational paradigm.

The system-activity approach is currently the most suitable option for taking into account the psychological and mental characteristics of preschool children. It fully corresponds to the priorities chosen for the modernization of the Russian educational system.

The pedagogical initiative “Our New School”, introduced in modern Russian education, places special demands on the professional level of teachers in the Russian Federation. They must not only have theoretical knowledge about all the features of child psychology, master the subject being taught, but also perform the functions of a tutor. The task of a modern teacher is to help children develop independence, creativity, and find a field of professional activity. The key feature of Russian education should be educational, rather than educational, activity.

The basis, the foundation of the teacher’s pedagogical activity, which determines both the process and the final result of the work, is the teacher’s system of actions. It is characterized by the characteristics of the teacher’s personality, his priorities, and personal qualities. Innovations observed in the Russian preschool education system are based on the introduction of a competency-based, activity-based approach to the learning process.

In many preschool institutions today, there is a transition from classical education to creative work on the tasks of preschool children related to the problems that children will solve outside the walls of the kindergarten.

Recognition of the child’s active activity in the educational and upbringing process leads to the improvement of ideas about the content of the child’s mutual work with peers, educators, and parents.

Now even in kindergarten the option of classical transmission of knowledge to children from the teacher is not used. This educational process has been replaced by full-fledged cooperation. The sole leadership of the teacher in such cooperation is replaced by full participation in the selection of teaching methods and content by the preschoolers themselves.

L. S. Vygotsky compared a teacher in a similar situation to a carriage driver who manages the educational and educational process.

When implementing a system-activity approach in domestic education, the development of cognitive and educational motives is the basis, which requires the educator to create the following conditions:

• careful development of problem situations, development of the creative attitude of preschoolers to the cognitive process;
• selection of necessary means for self-realization, assessment of preschool children taking into account their individual abilities and capabilities;
• organization of the most fruitful educational cooperation.

Currently, the activities of a preschool teacher presuppose a full awareness of the feasibility, timeliness, and importance of the transition to federal standards of the new generation. The decisive factor is the willingness of a teacher working in a preschool institution to move to a system-activity approach from the knowledge paradigm.

The teacher must fully master modern technology and information technology, develop an educational and methodological set that will satisfy the Federal State Educational Standard, and be equipped with the support of a material and technical base.

Conclusion

Only if a teacher has the ability to think through and develop his own educational programs and apply health-saving technologies in practice can he be an innovator. If the educator has not accepted or comprehended the basic idea of ​​this approach, he cannot be considered one hundred percent competent and corresponding to the professional standards created for teaching staff.

The country's transition from an industrial to a post-industrial society, which is based on high intellectual potential and knowledge, puts forward new goals for domestic preschool educational institutions. The development of the younger generation should be carried out not through the implementation of individual tasks, but as a whole. In addition to cognitive interest, special attention is paid to the formation of general cultural and personal qualities of preschoolers.

The timeliness of optimization of education is perceived by society as a pressing problem. The reason lies in a serious contradiction between the requirements put forward by the new standards and the programs and methods used in the old fashioned way by many preschool teachers.

Federal educational standards of the second generation, developed for the preschool educational system, involve the development of the ability to learn in the younger generation as a core competency.

“The process of learning is a process of student activity aimed at the formation of his consciousness and his personality in general; new knowledge is not given in a ready-made form. This is what the “activity approach” in education is!” (A.A. Leontiev).

The main feature of the activity method is the activity of students. Children “discover” them themselves in the process of independent research activities. The teacher only directs this activity and sums it up, giving the exact formulation of the established action algorithms. Thus, the acquired knowledge acquires personal significance and becomes interesting not from the outside, but in essence.

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.

Background

The concept of “learning through activity” was first proposed by an American scientist

D. Dewey. He identified the basic principles of the activity approach to teaching:

• taking into account the interests of students;
• learning through teaching thought and action;
• cognition and knowledge as a consequence of overcoming difficulties;
• free creative work and cooperation.

“The information of science should not be given to the student ready-made, but he should be led to the point that he finds it himself, masters it himself. This method of teaching is the best, the most difficult, the rarest...” (A. Disterweg)

The activity approach developed in the works of L.S. Vygotsky, A.N. Leontyeva, D.B. Elkonina, P.Ya. Galperina, V.V. Davydova recognizes that the development of personality in the education system is ensured, first of all, by the formation of universal educational actions, which serve as the basis of the educational and upbringing process.

50 years have passed since the authors of the developmental system D.B. Elkonin, V.V. Davydov, V.V. Repkin not only put forward the principles of the activity approach at the primary level of school, but also launched its mechanism into ordinary schools, into the practice of teachers. And only now our country has realized the importance of this approach not only in elementary school, but also in middle and high school.

1. The concept of the activity approach.

Activity approach in education– this is not at all a set of educational technologies or methodological techniques. This is a kind of philosophy of education, a methodological basis. In 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 process of learning is a process of student activity aimed at the development of his consciousness and his personality in general; new knowledge is not given in a ready-made form. This is what the “activity approach” in education is!” (Leontyev).

The activity approach is understood as a way of organizing the educational and cognitive activity of students, in which they are not passive “receivers” of information, but themselves actively participate in the educational process.

Purpose The activity approach is the education of the child’s personality as a subject of life activity. To be a subject is to be the master of your activities: set goals, solve problems, be responsible for results

The essence The activity-based approach to teaching consists in directing “all pedagogical measures towards the organization of intensive, ever-increasingly complex activities, because only through one’s own activities does a person assimilate science and culture, ways of knowing and transforming the world, forms and improves personal qualities.”

1. Principles of the activity approach

The implementation of the activity approach in teaching practice is ensured by the following system of didactic principles:

1. Operating principle – lies in the fact that the student, receiving knowledge not in a ready-made form, but by obtaining it himself, is aware of the content and forms of his educational activity, which contributes to the successful formation of his abilities and general educational skills. We will talk about this principle in detail.
2. Continuity principle – means continuity between all levels and stages of education, taking into account the age-related psychological characteristics of children’s development. The continuity of the process ensures the invariance of technology, as well as continuity between all stages of training in content and methodology.
3. Principle of integrity – involves the formation by students of a systematic understanding of the world, the role and place of each science in the system of sciences. 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. Minimax principle – is as follows: the school must offer the student the opportunity to master the content of education at the maximum level for him and at the same time ensure its assimilation at the level of a socially safe minimum (state standard of knowledge).
5. The principle of psychological comfort – involves the removal of all stress-forming factors of the educational process, the creation of a friendly atmosphere in the classroom, and the development of dialogue forms of communication.
6. The principle of variability – involves the formation of students’ abilities to make adequate decisions in situations of choice, 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 – means maximum focus on creativity in the educational process, their acquisition of their own experience of creative activity. Also L.S. Vygotsky, in his wonderful book “Pedagogical Psychology,” which was at least 60 years ahead of its time (it was published in 1926), said that in the new pedagogy life “is revealed as a system of creativity... Our every thought, our every movement and experience is a desire to create a new reality, a breakthrough towards something new.” For this, the learning process itself must be creative. He must call the child out of “limited and balanced, established abstraction to something new, not yet appreciated.”

1. What is the essence of the activity approach?

It is revealed in the principle of activity, which can be characterized by the Chinese wisdom “I hear - I forget, I see - I remember, I do - I assimilate.” Socrates also said that you can only learn to play the flute by playing it yourself. In the same way, students’ abilities are formed only when they are included in independent educational and cognitive activities.

The activity approach means that the center of learning is the individual, his motives, goals, needs, and the condition for self-realization of the individual is activity.

D The activity-based approach is applicable to almost all academic subjects and assumes as its goal the inclusion of students in educational activities and learning its techniques.
« Activity - such activity that is associated with a significant transformation of the objective and social reality surrounding a person.”

Perhaps the most common and frequently used phrase in pedagogical practice is “learning activity.” But if we use the concept of “learning activity,” we must attach a certain meaning to it. It was already mentioned above that the majority of teachers perceive this concept at a naive everyday level, and not as a scientific category. At the same time, it is clear that we can talk about a scientific approach to teaching only when educational activity is understood precisely as a scientific category. This is a very complex formation, which has a number of specific features that distinguish it as a special type of activity and which, of course, must be taken into account when organizing it. This is how I see these features:

1. Educational activities are designed and organized not for oneself, not by the subject of the activity, but by another person – the teacher;
2. The goal of the educational activity is set by another person (teacher) and may not be known to the subject of the activity, i.e. to the learner. As a rule, the learner is given tasks, and the goal for the learner is to solve these problems;
3. The goal and product of educational activity is not the transformation of external objects, but changes in the subject of the activity, the learner (the learner remakes, transforms, changes himself);
4. The subject of educational activity is at the same time its object;
5. The product of educational activity, unlike other types of activity, is not torn away from its subject, since it is a property of the subject itself;
6. The core and essence of educational activity is the solution of educational problems;
7. In an educational task, the utilitarian meaning is not the answer (the only requirement for it is to be correct), but the process of obtaining it, since the method of action is formed only in the process of solving educational problems;
8. Educational activity is both a goal (desire) and a product (result) of the learner’s activity (learning);

In order for the goal and product of educational activity to coincide, i.e. the result was what the student had planned; it was necessary to manage learning activities.

Means, teach activities - this means making learning motivated, teaching the child to independently set a goal and find ways, including means, to achieve it (i.e., optimally organize one’s activities), helping the child develop the skills of control and self-control, assessment and self-esteem.

In activities, the student learns new things and moves forward along the path of his development. The process of acquiring knowledge is always the performance of certain cognitive actions by students.

Achieving the ability to learn requires students to fully master all components of educational activities, including educational activities:

• goal setting,
• programming,
• planning,
• control and self-control,
• assessment and self-assessment

It is important to develop the following aspects: reflection, analysis, planning. They are aimed at human independence, self-determination, and action.

Thus, the organization of educational activities in the lesson is built on the basis of:

• on the mental and practical actions of students in order to find and justify the most optimal options for resolving an educational problem;
• to a significantly increasing share of students’ independent cognitive activity in resolving problem situations;
• to increase the intensity of students’ thinking as a result of the search for new knowledge and new ways to solve educational problems;
• to ensure progress in the cognitive and cultural development of students, creative transformation of the world.

G. A. Tsukerman, Doctor of Psychological Sciences, defines the foundations of non-traditional pedagogy, built on the psychological theory of educational activity, as follows: “... do not give examples, put the child in a situation where his usual modes of action are obviously unsuitable and motivate the search for essential features of a new situation in which we need to act».

The principle of activity in the learning process according to the developmental system distinguishes the student as an actor in the educational process, and the teacher is assigned the role of organizer and manager of this process. The teacher's position is not to be the ultimate truth. By his example, he can and should show students that it is impossible to know everything, but it is possible and should find out, together with the students, determine where and how to find the right answer, the necessary information. With this approach, each child will have the right to make a mistake and the opportunity to recognize it and correct it, or even avoid it. The teacher’s task is to create a situation of success for everyone, leaving no room for boredom and fear of making mistakes - what hinders development

“Among the many side paths that shorten the road to knowledge, we most need one that would teach us the art of acquiring knowledge with difficulties,” J.-J. once said. Rousseau, an outstanding figure of the 18th century.

P The problem of learning has been haunting teachers for a long time. The term assimilation itself has been understood in different ways. What does it mean to acquire knowledge? If a student perfectly retells the educational material, then can we say that he has mastered the knowledge of this material?

P psychologists argue that knowledge will be acquired when students are able to use it and apply the acquired knowledge in practice in unfamiliar situations. But, as a rule, students do not know how to do this, so the ability to apply knowledge is one of the types of general educational skills that needs to be taught from lesson to lesson in different subjects, and not hope that the student can do it right away. he sat down at the school desk. Teaching to apply knowledge means teaching a student a set of mental actions, after which the student could produce a finished product.

AND Thus, any assimilation of knowledge is based on the student’s assimilation of educational actions, having mastered which, the student would be able to assimilate knowledge independently, using various sources of information. Teaching to learn (assimilate information) is the main thesis of the activity-based approach to learning.

Activity training involves, at the first stage, joint educational and cognitive activity of a group of students under the guidance of a teacher. As Vygotsky wrote, “what today a child can do in collaboration and under guidance, tomorrow he becomes able to do independently.” By examining what a child is able to accomplish independently, we are examining the development of yesterday. By exploring what a child can accomplish in cooperation, we determine the development of tomorrow.” Vygotsky’s famous “zone of proximal development” is precisely what lies between the material that can be learned by a child only in the process of joint activity, and what he is already able to learn on his own.

Educational activities include the following components:

• learning task;
• learning activities;
• actions of self-control and self-esteem.

Any activity is characterized by the presence of a goal that is personally significant for the person carrying out this activity, and is motivated by various needs and interests (motives). Learning activity can arise only when the learning goal is personally significant for the student and is “appropriated” by him. Therefore, the first necessary element of educational activity is learning task .

The usual message of the topic of a lesson is not a statement of an educational task, since in this case cognitive motives do not become personally significant for students. In order for cognitive interest to arise, it is necessary to confront them with a “surmountable difficulty,” that is, to offer them a task (problem) that they cannot solve using known methods and are forced to invent, “discover” a new way of action. The teacher’s task, by offering a system of special questions and tasks, is to lead students to this discovery. When answering the teacher’s questions, students perform substantive and computational actions aimed at solving the educational problem, which are called educational activities.

The third necessary component of educational activities is actions self-control and self-esteem when the child himself evaluates the results of his activities and realizes his progress. At this stage it is extremely important to create for each child situation of success, which becomes an incentive for his further advancement on the path of knowledge. All three stages of educational activities must be carried out in a system, in a complex.

1. Conditions for the implementation of the DP.

• Traditional theories of teaching are based on the following concepts: association, visualization, articulation of visualization with words, and exercise. The main concepts of the theory of educational activity are: action And task.

• The teacher should involve children not in exercises, not in repeating what happened before, not in memorizing something that has been prepared, but in thinking about what is not known. Educational activities require that the teacher teach children through solving a system of educational tasks. And solving an educational problem means transforming, acting with educational material in an uncertain situation

• Learning activity is transformation. Transformation is the breaking of objects or everything that is taught to schoolchildren or what they want to teach. Withdrawal is, first of all, a search. The search does not have any finished form; it is always a movement into the unknown. The formulation of the educational task should be in the hands of a teacher who understands what difficulties await him in this movement into the unknown. He overcomes them with the help of students.

Modern educational technologies cannot exist outsideactive nature of training (teaching), where the central place is occupied childish action.

“Educational technologies of activity type.”

Underlies many pedagogical technologies:

• Project activities.
• Interactive teaching methods
• Problem-based dialogue learning
• Vitagenic approach to teaching
• Integrated learning based on interdisciplinary connections ;

It is these technologies that allow

• Give the process of assimilation of knowledge an active character, move from the mindset of memorizing a large amount of information to mastering new types of activities - project, creative, research, in the process of which information is assimilated. Overcome cramming.
• Shift the emphasis to developing student independence and responsibility for the results of their activities.
• Strengthen the practical orientation of school education.

Let us sequentially consider all the conditions that this approach requires.
1. The presence of a cognitive motive and a specific educational goal.

The most important condition for the implementation of the activity approach is the motivation of learning. Techniques: awakening a positive emotional attitude towards learning, novelty and relevance of the material being studied, creating a situation of success, encouragement, etc.

A. Zuckerman said: “Before introducing new knowledge, it is necessary to create a situation... of the need for its emergence.” This, as psychologists say, is setting an educational task, or, more commonly for a teacher, creating a problem situation. Its essence is “not to introduce knowledge in a ready-made form. Even if there is no way to lead children to discover something new, there is always the opportunity to create a situation of search..."

Plays a huge role activation of cognitive activity . Lessons should be based on socially constructed pedagogical situations, activities students in which will develop general educational skills and develop personality. For example, the ability to take responsibility, make decisions, act and work in a team, put forward hypotheses, criticize, help others, the ability to learn and much more. A variety of teaching methods activates the development of different types of memorization, thinking and interests in schoolchildren. It is necessary to use conversations more widely in the learning process, create problematic situations, confront students with the need to prove, argue, and consider different points of view; expand the forms and methods of independent work of schoolchildren in lessons, teach them to draw up an answer plan, etc. It is useful to conduct laboratory work using the research method, experimental experiments, encouraging students to various types of creativity, etc.

In class, people are more tired not from intense work, but from MONTONONOGY AND BOREDOM!

To include a child in active cognitive collective activities, it is necessary:

• connect the material being studied to everyday life and the interests of students;
• plan a lesson using the whole variety of forms and methods of educational work, and, above all, all types of independent work, dialogic and design-research methods;
• bring students' past experiences into discussion;
• evaluate student achievements not only by grade, but also by meaningful characteristics.

As psychologists explain, in accordance with the activity approach, the process of assimilation begins not with presenting the student with a sample or ready-made information, but with the teacher creating a learning situation that would arouse in children the need and desire to learn this information and learn to use it.

Hidden in what has been said is the first condition of the activity-based approach to learning, including the Russian language: the creation and constant maintenance of children’s cognitive

motive, i.e. desire, need to learn, discover new information about the language, we continuously use. At each lesson, such a motive is realized in the educational goal - awareness of the question that is required, it is interesting to find an answer.

Any primary school teacher today can name the method that allows you to fulfill the specified condition. This, as psychologists say, is setting an educational task, or, more commonly for a teacher, creating a problem situation. It gradually becomes an axiom: “Before introducing new knowledge, it is necessary to create a situation... of the need for its emergence.” (G.A. Tsukerman)

Psychologists suggested, and methodologists picked up and developed, one of the techniques for creating problem situations: introducing characters into textbooks who conduct a dialogue with each other, expressing different points of view. The question “Who is right?” becomes the starting point for further search.

What methods of motivating children’s activities and forming an active cognitive position are used by teachers in the classroom?
Here are the most common:
questions, judgments, mistakes of characters;
tasks for which there is insufficient knowledge;
question headings;
observations of language facts, including errors, the explanation of which requires new information, etc.
2. Performing actions to acquire missing knowledge.
The essence of the second condition for the implementation of the activity approach is well revealed by G.A. Zuckerman: “Do not introduce knowledge in a ready-made form. Even if there is no way to lead children to discover something new, there is always the opportunity to create a situation of search..."

The named condition is closely related to the first one, it seems to continue it: a need has arisen for new information - steps are being taken to acquire it. In textbooks, students are most often advised to make a guess, try to answer one of the characters themselves, etc., and then check or clarify the answer using the textbook. Sometimes, in order to immediately get an answer to a question, students are asked to find out the “scientists’ solution.” This is what the textbook authors do in cases where no search, no assumptions can be productive.
3. Identifying and mastering a method of action for the conscious application of knowledge (for the formation of conscious skills).
The third condition of the activity-based approach to learning is related to the children’s performance of conscious learning actions with language material.
As N.F. Talyzina writes, “the main feature of the assimilation process is its activity: knowledge can be transferred only when the student takes it, that is, performs... some actions with it. In other words, the process of acquiring knowledge is always the performance of certain cognitive actions by students.”

The formation of a system of conscious actions should take place in the required sequence, step by step, taking into account the gradual growth of students’ independence. At the same time, psychologists have long proven that the most effective way of developing the required skills (the ability to apply acquired knowledge in the practice of using language), or, as they say today, language or speech competencies, is achieved if training does not follow the path of accumulating the sum of individual skills , but in the direction from the general to the specific.

With an activity-based approach to teaching, the main efforts of the teacher should be directed to
helping children not in memorizing individual information and rules, but in mastering a method of action common to many cases. You need to care not just about the correctness of the solution to a particular task, not just about the correctness of the result, but about the correct execution of the required method of action. The right way of action will lead to the right result.

1. Formation of self-control - both after performing actions and during the process.
   The fourth condition of the activity-based approach to learning is associated with a special role in developing the ability to check what is written. The class is constantly organizing work in this direction. In Russian language and mathematics lessons, children practice finding and correcting specially made mistakes.
   5. Incorporating learning content into the context of solving significant life problems.

1. The role of the teacher.

The function of the teacher in the activity approach is manifested in managing the learning process. As L.S. figuratively noted. Vygotsky “the teacher should be the rails along which the cars move freely and independently, receiving from them only the direction of their own movement.”

I would like to dwell on one problem that arises due to the current situation in connection with the launch of testing of second-generation standards. Previously, the teacher’s task was to transfer knowledge to the child, and there were no problems with preparing such a teacher - a “lesson teacher.” But now the task becomes more complicated: the teacher himself must understand the essence of the activity approach and implement it in practice. Then the question rightfully arises: where can we find a teacher who can teach how to learn?

Only a teacher who has rebuilt himself inside will work at a completely different professional level, and only then will he be able to teach children to learn, only then will he himself become a price maker, a tutor. Pedagogical skills themselves are no less important: the teacher must understand what interdisciplinary connections and project activities are, must be proficient in modern educational technologies, and a systemic activity approach.

For teachers, the principle of the activity approach requires, first of all, an understanding that learning is a joint activity (teacher and students) based on the principles of cooperation and mutual understanding. The “teacher-student” system achieves its effective indicators only when there is coordination of actions, a coincidence of purposeful actions of the teacher and student, which is ensured by the incentive system

“Catch me fish - and I will be full today; but teach me to fish, so I will be fed for the rest of my life” (Japanese proverb).

Conclusion

Briefly, the essence of the activity theory of learning can be expressed in several provisions:

1. The ultimate goal of learning is to form a way of acting;
2. A method of action can only be formed as a result of activity, which, if it is specially organized, is called educational activity;
3. The learning mechanism is not the transfer of knowledge, but the management of educational activities.
4. Traditionally, the content of education is understood as the experience of humanity, which is passed on to them for development. Classics of Soviet didactics I.Ya. Lerner and M.N. Skatkin emphasized: “The main social function of education is the transfer of experience accumulated by previous generations of people.” This type of learning can be called knowledge-oriented (a specially selected amount of knowledge, skills and abilities for students to assimilate).
5. In education of a different type - personality-oriented, the idea of ​​the content of education changes. In the zone of primary attention is the activity of the student himself, his internal educational growth and development. Education in this case is not so much the transfer of knowledge to the student as the formation of oneself. Educational material becomes not a subject of assimilation, but an educational environment for the student’s independent activity.
6. Education becomes a personally significant activity for the student. This solves a global problem: to overcome the student’s alienation from activities with common negative means: cheat sheets, cheating, downloading essays from the Internet. After all, the level of the didactic system—the meaning and goals of learning, the system of self-awareness and self-esteem, and the student’s assessment of learning outcomes—depends on the role of activity in the content of education.
7. The core of the activity-based content of education is the approach from the student’s activity in mastering reality to internal personal increments and from them to mastering cultural and historical achievements.

Three postulates form the basis of the new lesson technology:

1. “A lesson is the discovery of truth, the search for truth and the comprehension of truth in the joint activity of children and the teacher.”

The lesson gives the child the experience of group intellectual activity.

1. “A lesson is part of a child’s life, and living this life should be done at the level of high universal human culture.”

A teacher must have the courage to live in the classroom, and not frighten children, and be open to all manifestations of life.

1. “A person, as a subject of understanding the truth and a subject of life in a lesson, always remains the highest value, acting as an end and never acting as a means.”

“A lesson that equips a child with knowledge does not bring him closer to the happiness of life. A lesson that raises a child to comprehend the truth contributes to the movement towards happiness. Knowledge has value only as a means of understanding the mysteries of life and a means of gaining freedom of choice in building one’s own destiny” (N. Shchurkova)

It is these lessons that influence the holistic development of the individual and meet modern educational requirements.

It's difficult to teach children today
It wasn't easy before.

The XXI century is the century of discoveries,
The age of innovation, novelty,
But it depends on the teacher
What children should be like.

We wish you that the children in your class
Glowing with smiles and love,
I wish you health and creative success
In the age of innovation and novelty!