FORMATION OF UNIVERSAL EDUCATIONAL ACTIONS OF JUNIOR SCHOOLCHILDREN IN THE
PROCESS OF LEARNING ACCORDING TO THE
SYSTEM OF EDUCATION BY L.V.ZANKOV
Nalesnaya Susanna
Abstract: There is the characterization of pedagogical
and methodological aspects of the formation of universal educational actions of
junior schoolchildren in the learning process at the initial stage of general
education. There are defined the optimal conditions and the feasibility of a
new educational standard by means of
didactic system of developing training of L.V. Zankov, there are revealed the
main tendencies that are related to the formation of universal educational
actions of junior schoolchildren. The results of research have showed that
during the organization of educational process by the didactic system of L.V.
Zankov, there have been forming and
improving simultaneously the all kinds of universal educational actions for
schoolchildren.
Key words: the primary education, universal learning
actions, a pupil, a teacher, the formation.
Over the last decades, in the society the cardinal changes have occurred
in the presentation of the goals of education and ways to implement them. There
has been the transition from the recognition of knowledge and skills as the
main outcomes of education to an understanding of learning as a process of
preparing pupils for the real lifestyle, for their willingness to take a
proactive approach, to successfully cope with life's challenges, to be able to
cooperate and work as a group, to be ready to react quickly in response to
updating of knowledge and requirements of the labor market.
In this regard, in the Federal State Educational Standards of primary
general education is stressing that "the implementation of the standard
has to provide conditions for the general cultural and personal development of
pupils through the formation of universal educational actions, providing not
only the successful assimilation of knowledge and skills, but also the
formation of the world picture, the system of competency in any subject domain
of knowledge" [3, 34].
Among the professional competencies of primary school’s teachers
there is appeared the requirement for the formation of universal learning
actions of pupils.
Existing psychological and
pedagogical, teaching methodical literature doesn’t always fully reflect the
fundamentally new pedagogical experience. Insufficient amount of necessary
skills, psycho-pedagogical facility on the technology of the formation of
universal learning actions of pupils is one of the most urgent problems of
modern education.
The purpose of research is
analysis of the didactic learning system of L.V. Zankov for the implementation
in practice the ideas of modern education system.
Today at the forefront is standing the most important social
task: to ensure the ability of the Russian education system to respond
adequately to personality’s requests, changing needs of the economy of country
and a positive structure of society.
As part of the activity
paradigm the educational results should be directly related to the areas of
personal development and presented in the form of activity-related. This means
that the educational results should be expressed not only in the subject
format, but also should have character of universal actions. Universal learning
actions should be in the basis for the selection and structuring of educational
content, methods, techniques, forms of studying, as well as the construction of
a holistic educational and upbringing process.
The systemic and activity
approach at the heart of the concept of the Universal Learning Actions
provides:
• formation of readiness for self-development and continuing education;
• design and construction of the social environment of the pupils in the
education system;
• active learning and cognitive activity of pupils;
•construction of the educational process based on individual age,
psychological and physiological characteristics of pupils.
The mastering of universal learning actions by pupils takes place in the
context of different subjects and, ultimately, leads to the formation of their
own ability to successfully acquire new knowledge and skills, including
self-organization process of assimilation, i.e. the ability to learn.
This ability is provided by the fact that the universal learning actions
are generalized methods of actions, opening the possibility of broad
orientation of pupils - as in various subject areas, as in the structure of the
studying activities, including awareness of pupils of its purposes, values
and meanings, and operational characteristics. Thus, «the
achievement of the "ability to learn" assumes full development of all
components of the learning activities that include: educational motives,
learning aim, learning task, learning actions and operations (orientation, the
transformation of the material, monitoring and evaluation)» [2, 24].
Today approaches to the
formation of pupils’ universal learning actions are being actively considered
by A.G. Asmolov, G.V. Burmenskaya, .IA. Volodarskaya, O.A. Karabanova, L.
Peterson et al.
The essence of the concept of
"universal learning actions" in the scientific literature is treated
differently. In a broad sense, the term "universal learning actions"
means the ability to learn. In a narrower (actually a psychological sense) the
term "universal learning actions" can be defined as a set of ways of
a pupil’s acting (and related to them skills of learning activities), ensuring
its ability to self-absorption of new knowledge and skills, including the
organization of this process.
In the Federal state standard of the primary general education the
universal learning actions are grouped into four main blocks: personal; regulative; cognitive;
communicative actions.
Personal actions allow us to
make a meaningful doctrine, provide the pupil the importance of solving
educational tasks, linking them to real life situations and objectives.
Personal actions are aimed at awareness, research and adoption of social values
and meanings, they allow to navigate the moral rules,
regulations, estimates, develop its stance toward the world, the people around
them, himself and his future.
Regulative actions allow control
of cognitive and learning activities through aim setting, planning, monitoring,
correction of their actions and evaluating the success of assimilation. Gradual
transition to self-government and self-regulation in learning activities
provides the basis of the future of vocational education and self-improvement.
Cognitive actions include
actions of research, search and selection of the necessary information, it’s
structuring; modeling of the studied content, logical actions and operations,
methods of solving problems. Universal cognitive learning actions include:
general studying, logical learning actions and also formulation and solution of
problems.
Communicative actions provide
opportunities for cooperation, they are: the ability to hear, to listen and
understand your partner, to plan and carry out a coordinated joint action, to
assign roles, to mutually monitor each other's actions, to be able to
negotiate, to debate, right to express their thoughts in speech, to respect in
communication and cooperation partner and himself. The skill to learn is the
ability to work effectively with the teacher and peers, the ability and
willingness to engage in dialogue, to seek solutions, to support each other.
The analysis of the experience
of teachers in math class shows that a holistic educational system of L.V. Zankov
achieves expected results through special selection and structuring of content
subjects. This selection creates the conditions for the implementation of
systemic and activity approach and individual education. Subject content is
being selected and structured on the basis of the didactic principle of the leading
role of theoretical knowledge, thereby there are created the conditions for
research by pupils the interdependent of the phenomena, their internal
substantive relationships.
The pupil works at the
crossroads of knowledge (theoretical, theoretical and practical, among subjects
and inside the subject levels), which, in turn, creates the conditions for the
implementation of the didactic principle of education at a high level of
difficulty. The pupil overcomes encountered difficulties thanks to the implementation
of the principle of didactic awareness of the learning process: "Why
didn’t it turn out?", "What kind of knowledge is not enough?" So
the learning and researching self-sustained activities of a person, as a
participant of the educational process,
is motivated, in which the personal universal actions are being formed, the
character is being built, the communication and reasoned thinking are being switched, and also the search of the
missing information is being switched,
which leads to the solving problem.
Handling with relations
provides multi-level systematization of knowledge, intermediate and final
generalization thereof, which makes learning fast paced.
Let’s consider the possibility
of didactic learning system of L.V. Zankov, taking attention to their inextricable relationship.
At the organization of
educational process in didactic system of L. V. Zankov all kinds of universal
learning actions are being simultaneously
formed and improved by schoolchildren.
To expand this statement, let’s accept as an axiom the statement that the
purpose of education – the development of a child's personality.
This means, first of all, awareness of learning process by a child. Exactly motivation, the formation of positive attitudes to learning,
the ability to self-esteem and so on constitute a set of personal
universal learning actions.
Forasmuch as within the
framework of learning on system by L.V.
Zankov pupil is the subject,as a participant, of the process, he learns to accept and save the learning task, to
plan his actions
self-sustained, and to carry out the
final step by step control, to make adjustments to the action, to perceive the
teacher evaluation, that is what develops regulative universal learning actions.
The purpose of the current
pupil is recognition, discovery, development, so he carries out a range of
cognitive ULA: working with
information, analyzes, synthesis, establishing the causal relationships,
creating statements orally and in writing form, using general methods of solving
problems etc .
On the lessons there are the conditions for productive communication between pupils and
between pupils and teachers. This is a prerequisite for solving educational
tasks by pupils and to the teacher can determine the zone of proximal development
of each pupil and build work with a focus on it. This implies that part of the
above-mentioned actions carried out by pupils in terms of communication, that
is, in the process of learning they can control
his partner's actions, use it
to regulate its action, negotiate and come to a common decision, take into
account the different opinions, seek to coordinate, formulate your own opinion
and the position, etc. This means that the conditions for the
development of communicative ULA are being created.
To carry out the process of learning, subordinated to
the aim: that is optimal overall
development of each child – is possible only by developing in the unity of all types of ULA,
full list of them is presented in the Federal State Educational Standard of
Primary General Education.
The current stage of development of education is characterized by
the coincidence of the most important provisions of didactic learning system by
L.V. Zankov and the Federal State Educational Standard of Primary General Education:
– purpose of education is
development of personality;
– understanding of necessity
exactly general and not only the intellectual development of pupils with
different opportunities to learning;
– understanding of the ways of
achieving aims through the organization of self-dependent individual and joint
activities.
Psycho-educational system of
L.V.Zankov can serve as the technological component of education, defining the
ways and means of formation of universal learning actions, achieving the social
desired level of pupil’s development.
Sources:
1. The program for the primary school. The learning system of L.V.
Zankov. Saratov: Izd. Dom
"Fedorov", 2012. 123 p.
2. Federal State Educational Standard. Moskow: Prosveshenie, 2011. 187 p.
Contact
Nalesnaya Susanna, kandidat of pedagogical
sciences
Department of Pedagogy of primary
education of A.P.Chekhov Taganrog State Institute (the branch) "Rostov
State University of Economics (RINH)"
Street Grozneskaya, 19, Taganrog,
Russia
Tel: 79185528861
E-mail: roses74@rambler.ru