In accordance with the Federal State Educational Standard for Primary Education of the second generation, one of the most important functions of the primary school is the formation of a set of universal learning activities (UAL). UUD is a system of various learning activities for a student that allows him not only to independently master new knowledge about the world around him, but also to successfully organize the process of cognition in order to improve the quality of his education.

Universal learning activities can be grouped into four main blocks:

1) personal; 2) regulatory; 3) educational; 4) communicative.

Personal actions make learning meaningful by linking it to real life goals and situations. Personal actions are aimed at awareness, research and acceptance of life values, allow one to navigate moral norms and rules, and develop one’s life position in relation to the world.

Regulatory Actions provide the ability to manage cognitive and educational activities by setting goals, planning, monitoring, correcting one’s actions, and assessing the success of learning.

Cognitive actions include the actions of research, search, selection and structuring of necessary information, modeling of the content being studied.

Communicative actions provide opportunities for cooperation: the ability to hear, listen and understand a partner, plan and coordinately carry out joint activities, distribute roles, mutually control each other’s actions, be able to negotiate, lead

discussion, expressing oneself correctly, supporting one another, and collaborating effectively with both the teacher and peers.

Features of regulatory actions

To exist successfully in modern society, a person must have regulatory actions, i.e. be able to set a specific goal for yourself, plan your life, predict possible situations. At school, students are taught to solve complex mathematical examples and problems, but are not helped in learning how to overcome life's problems.

Function of regulatory control systems - organization of students’ educational activities.

Regulatory UUDs include:

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

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

. forecasting - anticipation of the result and level of assimilation, its time characteristics;

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

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

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

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

According to the authors of the new standard, “in the field of regulatory universal educational actions, graduates will master all types of educational actions, including the ability to accept and maintain an educational goal, plan its implementation (including internally), control and evaluate their actions, and make appropriate adjustments to their implementation."

A child learns any material in the form of learning activities when he hasinternal need and motivationsuch assimilation. After all, a person begins to think when he has a need to understand something. And thinking begins with a problem or question, surprise or bewilderment.Problem situationis created taking into account real contradictions that are significant for children. Only in this case is it a powerful source of motivation for their cognitive activity, activates and directs their thinking. This means, first of all, at the initial stage of the lesson it is necessary to create conditions for the formation of positive motivation in students, so that the student understands what he knows and what he does not know, and, most importantly, wants to know it. The teacher in the classroom must teach studentsset a goal yourself, draw up a plan to achieve this goal.Based on the goal and plan,Students must guess what results they can achieve.Determine and formulate the purpose of the activity, draw up an action plan to solve the problem (task).

The teacher faces the problem of selectionmethodological techniques for the formation of regulatory universal educational actions.Let's take a closer look at the methods of forming goal-setting and planning actions. The purpose of the lesson is related to its topic, therefore, in the first lessons of the first grade, it is important to introduce the concept of a lesson topic, giving a definition accessible to children of this age: “Every lesson has a topic.The topic is what we will talk about in class.”Initially, the teacher names the topic of the lesson, ensuring that the students understand the topic: “I will name the topic of our lesson, and you tell me what we will talk about today in class.” The topic appears on the board.

Goal setting as comprehension of the proposed goal is important for organizing educational activities. At the same time, we note that planning comes from the introduction of the definition of the concept “plan” - this is the order, sequence of actions; plan (algorithm, instructions) of actions known to children. Gradually, students will learn to draw up a plan of action to solve a learning problem.

The plan of a lesson or its stage must be working: it is necessary to periodically return to the plan as the lesson progresses, mark what has been accomplished, determine the goal of the next stage and further actions, monitor the progress of solving the educational problem, adjust and evaluate your actions.

Working on planning your actions contributes to the development awareness activities performed, control for achieving the goal, assessing, identifyingcauses of errors and their correction.

Regarding the effect of evaluation , then it is directly relatedwith control action.The main function of meaningful assessment in this case is to determine, on the one hand, the degree to which students have mastered a given method of action, and, on the other hand, the students’ progress relative to the already mastered level of the method of action.

Self-esteem begins where the child himself participates in the production of assessment - in the development of its criteria, in the application of these criteria to various specific situations. Yes, children receive criteria and assessment methods from adults. But if a child is not allowed to produce evaluative criteria, to delicately adjust them to each specific situation, then he is not independent in his assessment. Cooperation with the teacher in choosing assessment criteria is aimed, first of all, at developing students’ abilities and skills self-assessment as the most important component self-study.

Self-esteem reflects the degree to which a child develops a sense of self-respect, a sense of self-worth and a positive attitude towards everything that is included in the sphere of his Self. Therefore, low self-esteem implies self-rejection, self-denial, and a negative attitude towards one’s personality.

These actions allow the student not only to have a rational approach to completing educational tasks received from the teacher, but also to organize his own self-education both during his years at school and after graduation. The role of regulatory actions increases as the student moves from class to class. This is due to the fact that, on the one hand, the volume of educational content that he must master increases from class to class. On the other hand, as a student grows up, his or her attitude to learning and, in particular, to different academic disciplines and their place in their plans for the future changes.

Goal setting is the initial stage of activity. In a specific lesson, the goal can act as a goal-image that directly guides and regulates learning activities throughout the lesson, and as a goal-task that regulates the activity through the final result, which appears in the form of knowledge.

A.K. Markova notes that motives, even the most positive and diverse ones, create only a potential opportunity for student development, since the implementation of motives depends on goal-setting processes. those. on the ability of schoolchildren to set goals and achieve them in learning. Goals are the expected end results of those student actions that lead to the realization of their motives.

It is important to teach the student himself conscious acceptance and active goal setting. When analyzing new material and checking homework, it is advisable to first lead students to understand the teacher’s goals, then to independently set students’ own goals that have personal meaning. It is necessary to consistently work with them on setting different goals - flexible, promising, increasingly difficult, but realistically achievable, corresponding to their capabilities. Parallel work on developing goal-setting techniques can be carried out in other areas of a child’s life, where he should be given the opportunity not only to set them himself, but also to actually try out ways to achieve goals for himself.

Goal setting has a significant impact on the development of the individual as a whole. This influence is due to the presence of certain functions:

Orienting (helps to correctly navigate the system of knowledge about the potential goals of human activity and the methods of implementing the goal-setting process).

Meaning-forming (provides the opportunity to realize and subjectively accept the goal of the upcoming activity).

Constructive-projective (determines the nature, methods, sequence, means and other characteristics of actions aimed at achieving goals in the conditions identified by the subject himself).

Reflective-evaluative (determines the need to develop the individual’s own attitude to the activity and the goal-setting process associated with it, in order to realize the correctness of goal setting).

Regulatory (provides the influence of the goal-setting process on the ways of regulating activity and behavior aimed at achieving the goal).

The structure of the goal-setting process includes:

motivational component, expressing the individual’s conscious attitude towards goal setting;

a content component that combines the totality of a person’s knowledge about the essence and specifics of the goal-setting process;

operational-activity component, based on a set of skills in goal setting in the structure of one’s own activities;

reflective-evaluative component, characterizing the student’s cognition and analysis of his own goal-setting activities;

the emotional-volitional component, which includes volitional and emotional manifestations that direct the activity of the individual to maintain and achieve the intended goal.

A person’s performance of any activity is always accompanied by conscious or unconscious self-control, during which its implementation is assessed and, if necessary, corrected.

Assessment from a general scientific point of view is interpreted as an expression of attitude towards the subject of assessment. A person starting an assessment must know the ideal sample of the object being assessed and the rules of assessment by which the assessed object is compared in a certain way with the ideal sample of the object. Based on the result of the comparison, an assessment is made, which confirms or does not confirm the conformity of the assessed object with its ideal model.

Self-esteem is called self-esteem. “Self-esteem is a component of self-awareness, which includes, along with knowledge about oneself, a person’s assessment of himself, his abilities, moral qualities and actions.” Self-esteem is carried out in the course of a person’s mental and practical activity. In it, during the analysis, the compliance or non-compliance of the assessed object with accepted samples and standards is established. On its basis, the student chooses correction methods and improves his own activities.

The main purpose of self-esteem is to ensure that a person regulates his own activities. From the perspective of the problem I am considering, the main functions of self-assessment for students are:

ascertaining (what from the studied material I know well and what not enough);

mobilization and incentive (I understood and learned a lot, but I still need to figure this out);

design (in order to thoroughly prepare for the test, you must repeat it).

The importance of self-assessment lies not only in the fact that it allows a person to see the strengths and weaknesses of his work, but also in the fact that, based on understanding its results, he gets the opportunity to build his own program for future activities.

Thus, regulatory actions are those actions that provide students with the organization of their educational activities, these include: goal setting, planning, control, self-regulation, correction.

Unmarked training

educational action initial unmarked

In the context of the introduction of the Federal State Standard, it is extremely important for every teacher to reconsider their views on the system for assessing student results. The assessment system is a complex multifunctional organism that includes teachers, students, and their parents in special activities. .

In a modern school, the teacher’s work system is aimed at maximizing the disclosure and development of the personal qualities of each student. Taking into account the fact that a modern primary school is not a school of skill, but a school of testing a child’s strength, the problem of assessing the educational achievements of each student, aimed at personal growth and development, becomes relevant.

Very different children come to one school, to one class, but when they start learning, they all receive the expectation that new knowledge and discoveries await them at school. Therefore, each child’s difficult journey is individual. The success of a child should not be determined by the notorious “5” and “4”, but by the personal dynamics of development and the desire to learn. If all teachers could agree and not compare children with each other, then there would be many more happy children in the world.

The problem of assessing students' educational achievements and an adequate form of expressing this assessment has been long overdue. One of the directions for improving the content and structure of education is the search for ways to grade-free education in primary school. The modern traditional five-point assessment system does not provide a full opportunity to develop evaluative independence in students. .

It performs the function of external control and does not involve either the student’s self-assessment or comparison of his internal assessment with the external one. The assessment system makes it difficult to individualize learning. It is difficult for a teacher to record and positively evaluate the real achievement of each student; the teacher has to maneuver between recording the child’s results according to certain standards and recording the success of the child in comparison with himself.

The assessment system is not very informative. It is difficult for the teacher and students to determine the directions for further efforts - what still needs to be worked on, what to improve. The system is often traumatic for the child. Often the marking system is a weapon of psychological pressure, which is aimed at the child and his parents. All this leads to a decrease in interest in learning, an increase in students’ psychological discomfort in learning, an increase in anxiety and, as a consequence, a deterioration in the physical health of schoolchildren.

Obviously, all of these shortcomings cannot be eliminated by replacing the five-point system with some equivalent of a “marking” system - neither a ten-point, nor a hundred-point, nor the number of “stars”, “bunnies” and “turtles” earned.

It is necessary to search for a fundamentally different approach to assessment, which would eliminate negative aspects in learning, contribute to the individualization of the educational process, increase educational motivation and educational independence in learning. The emergence of the idea of ​​grade-free learning is associated with the search for such forms.

It would be premature to say that such an assessment system is developed at the technological level. At the same time, scientists have already identified and formulated some general approaches to its construction, and specific forms of its organization are being developed in pedagogical practice.

Unmarked training is training in which there is no 5-point mark as a form of quantitative expression of the result of assessment activities. To manage educational activities, control and evaluation must be procedural and reflective in nature. To improve the effectiveness of training, monitoring and evaluation must have a diagnostic and corrective focus. To determine the development prospects of students, assessment should be practical, and control should be planning. These approaches are based on the following key questions:

What to evaluate (i.e., what exactly needs to be evaluated and what should not be evaluated);

How to evaluate (i.e. by what means should what is being evaluated be recorded);

How to evaluate (i.e., what should be the evaluation procedure itself, the stages of its implementation);

What needs to be taken into account during such an assessment (i.e., what are the necessary pedagogical conditions for the effectiveness of a grade-free assessment system).

Primary school teachers working on a grade-free system note that in these classes:

Higher level of educational activity; children strive for contact with the teacher and are not afraid to express their opinions, even if they are erroneous;

Lower levels of anxiety, fewer manifestations of negative emotions (and this is what reduces the effectiveness of learning);

The tasks performed by children are not only reproductive, but also creative in nature.

Working within the framework of grade-free education, the teacher, when assessing the knowledge and skills of a student’s achievements, should not use “substitutes” for the grade system. In grade-free education, assessment tools are used that, on the one hand, make it possible to record the individual progress of each child, and on the other hand, do not provoke the teacher to compare children with each other or rank students according to their performance. These can be conditional scales on which the result of work performed according to a certain criterion is recorded, various forms of graphs, tables, “Sheets of individual achievements”, in which the levels of the child’s educational achievements are noted according to many parameters. All these forms of recording assessment are the personal property of the child and his parents. The teacher should not make them the subject of comparison - it is unacceptable, for example, to hang the so-called “Progress Screen” in the classroom. Grades should not become a reason for punishing or rewarding the child either from the teacher or from the parents.

The peculiarity of the assessment procedure for grade-free education is that the student’s self-assessment must precede the teacher’s assessment. The discrepancy between these two estimates is a matter of debate. For assessment and self-assessment, only those tasks are selected where there is an objective unambiguous evaluation criterion (for example, the number of sounds in a word), and those where the subjectivity of the assessment is inevitable (for example, the beauty of writing a letter) are not selected.

The criteria and form of evaluation of each student’s work may be different and should be the subject of an agreement between the teacher and students.

The student’s self-esteem must be differentiated, i.e. consist of assessments of one’s work according to a number of criteria. In this case, the child will learn to see his work as the sum of many skills, each of which has its own evaluation criterion. The child himself chooses the part of the work that he wants to present to the teacher for evaluation today, and he himself assigns the evaluation criterion. This accustoms schoolchildren to the responsibility of evaluative actions. The teacher has no right to make value judgments about rough work that the student does not submit for assessment.

Meaningful self-esteem is inseparable from the ability to control oneself. In training, special tasks should be used that teach the child to compare his actions with a model.

Junior schoolchildren have the right to independently choose the difficulty of test tasks. The child’s right to doubt and ignorance should be formalized not only verbally. Signs of doubt (for example, a question mark) are introduced, the use of which is highly appreciated by the teacher. A system of tasks is created specifically aimed at teaching the child to separate the known from the unknown. Gradually, tools are being introduced that allow the child himself and his parents to trace the dynamics of educational success in relation to himself, to give relative, and not just absolute assessments (for example, graphs)

During the period of grade-free assessment, you can use the principles of grade-free assessment developed by G.A. Zuckerman.

Let me explain some of the forms that are most often used by teachers in the classroom.

1. “Good words and compliments”

In the first grade, it is simply necessary to formulate a verbal assessment of the student’s activities in an emotional form. Evaluation function: stimulation for success, it is important to show satisfaction with the student’s success. In addition, in the process of such assessment, the teacher shows the student what he has already achieved and what he has to master:

"Well done! But...” Therefore, the assessment of the student’s activity in this case will perform the following functions: to indicate errors in educational activities and ensure the student’s agreement with the grade assigned in the subsequent period of grade assessment. Non-verbal types of help are also effective: it is important to mention such types of praise as a smile, touching the child, an encouraging gesture. Such an atmosphere creates a situation of success and a healthy psychological climate.

2. “Deskmate” - mutual assessment.

Evaluating other people's work is a necessary way of working. It is no secret that many first-graders who are determined to achieve good results have high self-esteem. When organizing mutual testing, I orient students to the fact that they should see the good in each other and learn from each other. I teach children to empathize, to be happy for the success of a classmate, and to be critical of the work done. By acquiring the skill of evaluating their own and others’ achievements, children gain experience of mutual assistance and support.

The student first evaluates himself, then there is an exchange of notebooks and evaluation in pairs. If the scores coincide, then the neighbor’s cross is circled. The discrepancy between the scores is recorded by the cross of the neighbor in the circle.

For assessment and self-assessment, only those tasks are selected where there is an objectively unambiguous assessment criterion (for example, the number of words in a sentence).

3. "Self-esteem"

The opportunity for self-assessment is introduced from the first days of training.

Student self-assessment must precede teacher assessment. Only those tasks are selected for assessment where there is an objective, unambiguous assessment criterion (i.e. the child knows how to do it, for example, count the number of sounds in a word).

Having completed the task, the child evaluates the correctness of the work performed, for which they use the “Magic Ruler” developed by T.V. Dembo and S.Ya, Rubinstein.

Retrospective and predictive self-assessment can be used. Retrospective self-assessment is an assessment of work already completed; it is simpler than prognostic, so the formation of self-esteem should begin with it.

Predictive self-esteem is a “point of growth” in the very ability of younger schoolchildren to evaluate themselves. Offering children to evaluate themselves is possible only when their retrospective self-esteem is conscious, adequate and differentiated. .

There are two possible options for such self-assessment:

the child evaluates himself before completing the work, and then agrees or disagrees with himself after completing it;

the child evaluates himself before completing the task, and then again after the teacher’s check.

Current assessments, recording the progress of younger schoolchildren in mastering all the skills necessary for the skills being developed, can also be entered into a special “List of Individual Achievements,” which is useful to create for each child. Children and the teacher can mark the skills they have mastered in it using some icons or, for example, by painting over a certain cell - completely or partially. In the “List of Individual Achievements” it is useful to record current grades for all skills being developed at this stage.

In the same sheet, you can mark the child’s mastery of other skills necessary for the formation of stable reading, writing, computing skills, etc. The regularity of filling out the sheet can be weekly. The sheet can be filled out by both the teacher and the student himself (together with the teacher and under his control.)

Thus, grade-free training is training in which there is no 5-point mark as a form of quantitative expression of the result of assessment activities. In grade-free education, assessment tools are used that, on the one hand, make it possible to record the individual progress of each child, and on the other hand, do not provoke the teacher to compare children with each other or rank students according to their performance.

CONCLUSION

Thus, summing up the above, we can conclude that mastery of regulatory educational actions allows not only to study successfully, but also to solve vital problems, contributes to the formation of universal educational actions in students, enables children to grow up as people capable of understanding and evaluating information, making decisions , monitor your activities in accordance with your goals. And these are exactly the qualities that a person needs in modern conditions.

After all, today’s information society requires a learner, capable of independently learning and relearning many times over the course of an ever-lengthening life, ready for independent actions and decision-making.

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

Activities. These include

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

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

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

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

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

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

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

Regulation the subject of its activity presupposes arbitrariness and will. Arbitrariness - the ability to act according to a model and submission to rules (D.B. Elkonin, 1989) involves constructing an image of the situation and a mode of action, selecting or constructing a means or rule and maintaining this rule in the process of the child’s activity, transforming the rule into an internal rule as the basis for purposeful action . Will is considered as the highest form of voluntary behavior, namely voluntary action in the conditions of overcoming obstacles. Volitional action is distinguished by the fact that it is the subject’s own, proactive and at the same time conscious and meaningful action. Will in action manifests itself as meaningful initiative.

E.O. Smirnova separates volitional processes and volitionality, relating will to personal processes associated with motivation, and volitionality to mastering the means of self-regulation, while noting the inextricable unity of the formation of volitionality in unity with the formation of the volitional sphere (). Will and volitionality are inextricably linked with development of the motivational sphere. A. N. Leontiev considered a distinctive feature of voluntary behavior to be the discrepancy between motive and goal, when the subject establishes this relationship. The ability to establish the relationship between a goal and a motive arises in the middle of preschool age, which is associated with the appearance of the first forms of voluntary action. The development of will and arbitrariness is associated with the formation of a stable hierarchy of motives, which makes the individual independent of situational influences (Bozhovich L.I., 1968). Will and voluntariness develop in inextricable unity: each stage of the development of voluntariness involves the formation of new motives, which not only subjugate the old ones, but also encourage one to master one’s behavior using culturally specified means (E.O. Smirnova, 19).

The fundamental characteristic of will and voluntariness in a person is the awareness or consciousness of behavior, which presupposes mediation or the presence of means. Such means are speech (signs), patterns, methods of action, rules (L.S. Vygotsky, D.B. Elkonin). The development of voluntariness, as the ability to master one’s behavior, accordingly, acts as a mediation of one’s activities (both external and internal). A necessary prerequisite for this is awareness of your actions. Accordingly, the stages of development of voluntariness are determined by 2 criteria: 1) the child’s level of awareness of his behavior; 2) means of organizing behavior.

Will and arbitrariness have different contents and, being interconnected, do not coincide in their manifestations. For example, many of a child’s actions according to a rule (instruction), being arbitrary, are not volitional, since their motives are set by an adult and do not come from the child himself.

The development of will and arbitrariness occurs in the process of communication between a child and an adult as an intermediary in introducing the child to cultural experience and assimilating it. The role of an adult in the formation of will and volition is different, which must be taken into account when organizing joint forms of activity, including educational ones. These differences are as follows:

1. 
   Volitional effort is always proactive; its motivation comes from the child. The goal and task of a voluntary action can be set from the outside by an adult and can only be accepted or not accepted by the child.
2. 
   Voluntary behavior is always mediated, which requires the introduction by adults of certain means of organizing action, which will then be consciously used by the child. Volitional effort can be indirect, for example, stimulated by a strong emotional experience.
3. 
   Arbitrariness is formed in the process training, educational cooperation aimed at mastering the means of organizing action. The will is formed in joint life activity with an adult, aimed at upbringing sustainable values ​​and moral motives. The development of the will, thus, is inextricably linked with the value-semantic structure of the child’s consciousness, with the universal personal actions of meaning formation and moral and ethical assessment.

Thus, voluntariness is a conscious, intentional, mediated regulation of action in accordance with the changing conditions of the situation (Salmina N.G., Filimonova O.G., 2006).

Regulatory universal actions are aimed at managing cognitive and transformative activities. The choice of the optimal academic discipline is determined by the age of the student.

3. Cognitive universal educational activities.

Cognitive actions include general education, logical and sign-symbolic universal educational actions .

3.1. General educational universal actions

General education universal actions include:

Independent identification and formulation of a cognitive goal;

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

Structuring knowledge;

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

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

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

The ability to adequately, consciously and arbitrarily construct a speech utterance in oral and written speech, conveying the content of the text in accordance with the purpose (in detail, concisely, selectively) and observing the norms of text construction (compliance with the topic, genre, style of speech, etc.);

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

Action with sign-symbolic means (substitution, encoding, decoding, modeling).

Such a general educational universal educational action as reflection deserves special attention. In a number of studies, reflection is defined as the central phenomenon of “human subjectivity” (T. de Chardin, 1966, Slobodchikov V.I., 1994), a specific human ability that allows you to make your thoughts, emotional states, actions, relationships, “I” an object special consideration and practical transformation. In modern developments, the problem of reflection is considered in at least three contexts: when studying theoretical thinking, when studying the processes of communication and cooperation, when studying the self-awareness of an individual related to the problem of self-development (V.V. Davydov, 1996, V.I. Slobodchikov, 1994 , G.A. Tsukerman, 1998). The development of reflexivity is manifested in the student’s ability to analyze his own actions, see himself from the outside and allow the existence of other points of view. Reflexivity of self-esteem as the ability to assess the limits of one’s own capabilities is a general acquisition in the development of self-esteem in primary school age. Reflective self-assessment is characterized by a wide range of evaluation criteria, their correlation, generality, lack of categoricalness, reasoning, and objectivity. was Children with reflective self-esteem are more sociable, sensitive to the demands of peers, strive to meet them, are drawn to communicate with peers and are well accepted by them (A.V. Zakharova, 1993).

Students’ reflection of their actions presupposes their awareness of all components of learning activity:

Awareness of the learning task (What is a task? What steps must be taken to solve any problem? What is needed to solve this specific problem?)

Awareness of the purpose of the educational activity (What did I learn in the lesson? What goals did I achieve? What else could I have learned?)

Students' assessment of methods of action that are specific and invariant in relation to various academic subjects (identification and awareness of general methods of action, identification of general invariance in various educational subjects, in performing different tasks; awareness of specific operations necessary to solve cognitive problems).

3.2. Universal logical actions

Logical actions have the most general (universal) nature and are aimed at establishing connections and relationships in any field of knowledge. As part of schooling under logical thinking usually refers to the ability and ability of students to produce simple logical actions (analysis, synthesis, comparison, generalization, etc.), as well as compound logical operations(construction of negation, affirmation and refutation as the construction of reasoning using various logical schemes - inductive or deductive).

Nomenclature logical actions includes:

• 
  comparison concrete sensory and other data (in order to highlight identities/differences, definitions general characteristics and classification);

• 
  identification concrete sensory and other objects (with a view to including them in a particular class);
• 
  analysis-
• 
  synthesis-
• 
  seriation– ordering of objects according to a selected basis;
• 
  classification- assignment of an item to a group based on a given characteristic;
• 
  generalization – generalization and deduction of commonality for a whole series or class of individual objects based on the identification of essential connections;
• 
  proof - establishing cause-and-effect relationships, constructing a logical chain of reasoning, proof;
• 
  subsuming the concept

• 
  conclusion
• 
  establishment analogies

Characteristics of the psychological content of operations that make up universal logical actions.

Identification concrete sensory objects with the identification of various features in the object, which are encoded using the proposed or independently created symbols (alphanumeric, graphic). Identification is based on a detailed orientation in the characteristics of an object with their subsequent selection, ranking and assessment from the point of view of significance/insignificance. Identification involves the following sequence of operations:

Encoding (decoding) of an object;

Isolating features of objects and encoding them a) in arbitrary, independently created symbolism), b) in given symbolism, socially accepted sign systems;

Description of objects based on a set of characteristics, recording them in symbolism; comparison of objects by characteristics; highlighting essential and non-essential features;

Coding (decoding) of operations with characteristics (negation of a characteristic, presence of a change in a characteristic, sequence of operations). The purpose of property negation is for students to understand that if an object has certain properties, it cannot have the opposite. Changing a feature allows you to develop the ability to identify features, and changing the features can lead to both the preservation of the object and the appearance of another object.

Establishing relationships between objects and sets of objects includes operations such as

1) establishing equivalence relations between objects, sets of objects according to one or more characteristics. Equivalence is established between qualitative characteristics (shape, color), and in relation to quantitative characteristics the relations “equal”, “unequal”, “more”, “less” are established; 2) establishing equivalence relations between numbers; 3) adjustment of objects or multiple objects; 4) understanding and use of quantity axioms; 5) highlighting spatial relationships between objects, 6) orientation in the coordinate system and establishing the position of the object in it; 7) building chains of relationships between objects and 8) establishing order relationships between numbers.

• 
  analysis- separating elements and “units” from the whole; dismemberment of the whole into parts;

synthesis- composing a whole from parts, including independently completing the construction, replenishing the missing components;

Seriation consists in arranging objects according to changing (one or more) characteristics. The seriation action includes the following operations:

Identification of a feature (one or several) when it changes in a series of objects, figures;

Arranging a number of objects according to a changing characteristic;

Constructing a figure in accordance with the highlighted principle of changing figures in rows.

Seriation is a necessary condition for the formation of the concept of number in children (J. Piaget, 19).

Classification– involves the selection of grounds and criteria for classifying objects into a certain group. Along with seriation, it is a necessary condition for the formation of the concept of number. Classification presupposes a sequence of development from the formation of classes of objects to solving problems of seriation and classification simultaneously, and, finally, a transition from one means of representation to another (schemes).

The formation of object classes includes the following sequence of operations:

1. 
   highlighting the basis for combining objects into groups;
2. 
   finding a general concept for groups of objects and symbolizing different objects and their characteristics;
3. 
   identification of essential/non-essential features of objects and grounds for grouping objects;
4. 
   change in the basis of the group, i.e. the formation of different classes from the same objects according to the same characteristic;
5. 
   dichotomous classification; negation of the concept;
6. 
   classification according to two or more characteristics;
7. 
   formation of knowledge about genus-species relationships; restriction of a concept (finding a generic concept for a specific one), solving problems involving the inclusion of classes (generic-specific relations); excluding elements that do not belong to the class; intersection of concepts.

The formation of a classification involves the use by students of various types of schematized means for the results of actions. Three types of diagrams are used: Venn diagrams, trees and tables. Students build their own diagrams, moving from one type to another. Initially, students randomly draw up a diagram, and then, based on it, classify objects (Salmina N.G., Forero Navas I., 1996).

Generalization – generalization and deduction of commonality for a whole series or class of individual objects based on the identification of essential connections. V.V. Davydov distinguished two types of generalizations - empirical generalization and theoretical generalization based on.

Proof - establishing cause-and-effect relationships, constructing a logical chain of reasoning, proof. It is possible to distinguish the simplest conclusions and evidence: 1. Inferences by induction. 2. Inferences by analogy. 3. Deductive inferences: a) based on the properties of equivalence and order relations; b) according to the rules of conclusion, negation and syllogism. 4. Proving or refuting statements using an example or counterexample

Summing up the concept– object recognition, identification of essential features and their synthesis;

Analogies. The action stands out as one of the general logical actions in the psychology of thinking analogies. According to definition analogy is an inference in which, based on the similarity of objects or elements in one respect, a conclusion is made about their similarity in another respect.

It is significant that the ability to reason by analogy is considered as one of the main operations that determine the so-called general factor (G-factor) of intelligence. Many classical intelligence tests, such as Raven's Progressive Matrices, are based on this operation.

To work under the new Federal State Educational Standards, each educational institution develops a basic educational program aimed at achieving students’ results in mastering the educational program in accordance with the requirements established by the standard. Part of the educational program is the program for the formation of universal learning activities (UAL).

The basis for identifying the composition and functions of universal learning activities for basic general education was based on the age-related psychological characteristics of students and the specificity of the age-specific form of universal learning activities, factors and conditions for their development, studied in the works of L. S. Vygotsky, D. B. Elkonin, V. V. Davydov, D. I. Feldstein, L. Kolberg, E. Erickson, L. I. Bozhovich, A. K. Markova, Ya. A Ponomarev, A. L. Venger, B. D. Elkonina, G. A. Tsukerman and others.

D. B. Elkonin (1971) distinguishes two periods in adolescence: younger adolescence (12-14 years), in which the leading activity is intimate and personal communication with peers, and older adolescence, or early adolescence ( 15-17 years old), where the leading activity is educational and professional activity.

In adolescence, in connection with the formation of subjectivity in educational activities, regulatory universal educational actions acquire the quality of self-regulation.

During adolescence, voluntary self-regulation is formed - conscious management of one’s behavior and activities aimed at achieving set goals; the ability to overcome difficulties and obstacles.

The development of self-regulation involves the formation of such personal qualities as independence, initiative, responsibility, relative independence and stability in relation to environmental influences.

In the program for the formation of UUD, a significant place is occupied by typical tasks of the formation of all types of UUD (personal, regulatory, cognitive, communicative).

In a broad sense, the term universal learning activities denotes the ability to learn, i.e., the student’s ability for self-development and self-improvement through the active appropriation of social experience. Regulatory learning activities provide students with the organization of their learning activities.

Towards regulatory AUD The following actions include:

1. Goal setting(setting a learning task based on what is already known and mastered by students, and what remains to be learned).
2. Planning(determining the sequence of intermediate goals taking into account the final result, drawing up a plan and sequence of actions).
3. Forecasting(an assumption about what the result will be at the end of the work).
4. Control(comparing an action and its result with a given standard in order to detect deviations and differences from the standard).
5. Correction(making changes to the result of one’s activities based on the assessment of this result by the student, teacher, or comrades)
6. Grade(awareness of what has already been learned and what still needs to be learned: awareness of the quality and level of assimilation).
7. Self-regulation(the ability to mobilize strength and energy, volitional effort - to make a choice in a situation of motivational conflict, to overcome obstacles).

The development of the ability to regulate one’s activities in relation to adolescence should be considered in three aspects:

— formation of the individual’s ability to goal setting and building life plans in a time perspective. This aspect seems especially important, since it is directly related to the process of generating personal meaning and motivation for learning;

-development regulation of educational activities;

—self-regulation emotional and functional states.

The development of regulatory abilities is a key competency of the individual.

The subject “Fundamentals of Life Safety” contributes to the formation of regulatory universal educational actions through “the development of students’ motor activity, the formation of the need for systematic participation in physical education, sports and recreational activities”, as well as “knowledge and ability to apply safety measures and rules of conduct in dangerous and emergency situations” situations; ability to provide first aid to victims; anticipate the occurrence of dangerous situations.”

Communication is a necessary condition for the development of an individual’s ability to regulate behavior, activity and self-regulation.

The psychological conditions for the formation of self-regulation are provided by the special organization of educational cooperation between the student and the teacher. For students to understand strategies for organizing learning activities, joint activities with the teacher and peers are necessary.

The best method of organizing schoolchildren’s educational work is joint planning, implementation, discussion and evaluation of independent work.

The teacher must plan his interaction with the student, focusing on the need:

1) initiation of the student’s internal motives for learning;

2) encouraging actions of self-organization and delegating them to the student while the teacher retains the function of setting a general educational goal and providing assistance if necessary;

3) the use of group collective forms of work.

Significant guidelines in the formation of action est.nivaniya are:

— emphasis on student achievements;

— identification of universal educational actions as an object of assessment;

— support for the formation of student self-esteem as the basis for setting goals;

— formation of reflexivity of assessment and self-esteem.

— from the very beginning of training, the teacher must set before the student the task of evaluating their activities;

- it is necessary to objectify the assessment functions for the student - to objectify his changes in educational activities; develop self-esteem, motivation for self-development;

— the subject of assessment should be the student’s educational actions and their results, methods of action, methods of educational cooperation (retrospective assessment) and their own capabilities for carrying out activities (prognostic assessment)

— it is necessary to formulate in the student an attitude towards improving performance results;

— assessment should be based on meaningful, objective and conscious criteria that can be given by the teacher in a ready-made form, developed together with students, or developed by the student independently;

— it is necessary to develop in students the ability to analyze the reasons for failures in performing activities and set tasks for mastering those links of action (methods of action) that will ensure its correct implementation;

—to promote the development of students’ ability to independently develop and apply criteria and methods of differentiated assessment in educational activities;

— it is necessary to clearly distinguish between objective and subjective evaluation criteria; the student’s assessment is correlated with the teacher’s assessment only according to objective criteria, and the student’s evaluative judgment precedes the teacher’s assessment;

— organize educational cooperation based on the principles of respect for the student’s personality, acceptance, trust, empathy and recognition of the individuality of each child.

Forming students' ability to self-organize and self-regulate is an important link in the development of self-reliance and autonomy of the individual, taking responsibility for their personal choice, and provides the basis for self-determination and self-realization.

In my opinion, the formation of regulatory UUDs is most successful in extracurricular activities. To do this, you can use various forms of work: clubs, excursions, round tables, Olympiads, competitions, etc. Students willingly take part in such forms of work, because the classes are held in an informal, friendly atmosphere, the guys easily make contact, they are very interested and captivated. Any failure is experienced much easier and quickly forgotten.

One of the ways to develop regulatory educational activities is to use students’ project activities in class and in extracurricular activities. The project method in school education, being one of the forms of modern educational technologies, comes into life as a requirement of the time, a kind of response of the education system to the social order of the state and the public.

Improvement of methodological work on the formation of UUD in accordance with the requirements of the Federal State Educational Standard of LLC is as follows:

· inclusion of students in project activities typical for their age (at the middle stage these are creative and information and research projects);

· development of criteria in order to create conditions for the formation of UUD through the development of students’ communicative activity.

Criteria when working on a project:

· The student (or group, if desired) chooses a problem and the content of the project, works at an individual pace, which ensures that each student reaches his or her own level of development.

· The principle of respect and tolerance for other people's points of view and the results of other people's work.

· An integrated approach to the development of educational projects contributes to the comprehensive formation and development of learning skills in the interrelation of all types of speech activity, the development of the student’s mental and physiological functions.

First stage. Determining the topic and final result, distribution of roles in the group.

The initial stage of work on the project - introduction and discussion of the topic is offered in class.

The guys first thought about how they wanted to work: in a group or individually.

The topic was chosen independently, within the framework of the material studied during life safety lessons in the 7th grade.

In groups, they discussed the content and nature of the project, its goals, outlined the final goal and assigned roles.

Regulatory UUD - defining and formulating the purpose of one’s activities.

Second phase. Project implementation.

Practical work on the project is the most labor-intensive and time-consuming stage of work. Students, working in groups or individually, draw up a plan for working on a project and exchange the information they find.

Regulatory UUD - drawing up a plan and planning a sequence of actions, accepting and maintaining the goal of the work, forecasting one’s activities, making corrections - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the expected result of the action and its actual product.

Third stage. Project design.

In the third stage, students worked on the technical implementation of the project. Each group determined the form of the project (in the form of a poster, report, collage or computer presentation) individually.

Regulatory UUD - the ability to accept and maintain the goal of work, to predict one’s activities.

Fourth stage. Project presentation.

Regulatory UUD - the ability to assess the correctness of completing a learning task, one’s own capabilities for solving it, assessment (identification and awareness) by the student of what has already been learned and what still needs to be learned, self-assessment of the quality and level of mastery of the material.

To evaluate the project, students are offered the following criteria.

1. Criteria for assessing the design of the project (5 points):

· Availability of a picture (drawing)

· Accuracy

2. Criteria for assessing the content of the project (4 points):

· Compliance with the project theme

· Availability of original finds

· Completeness

3. Criteria for assessing the presentation of the project (6 points):

· Ability to enter into dialogue, defend one’s position, argue one’s point of view

· Phonetic correctness of speech

· Grammatical correctness of speech

· Lexical correctness of speech

· Degree of mastery of the material

· Emotionality in presentation

4. Total:

· 12 - 15 points - “5”

· 9 - 11 points - “4”

· 6 - 8 points - “3”

Final grade:

Criteria for evaluating multimedia projects

1. Presentation evaluation criteria (5 points):

· Presentation volume

· Availability of a variety of visual material (photos, drawings, pictures, maps, tables, diagrams)

· Technical competence in performing a presentation (format, text volume no more than 40 words, font)

· Appropriateness of using animation (sounds, effects, music)

· Aesthetic appearance of the presentation (color, proportionality of pictures, fonts)

2. Criteria for assessing the content of the project (5 points):

· Match between topic and content

· Relevance, novelty

· Information richness of the project

· Availability of original findings and own opinions

Logical presentation of the material

3. Criteria for assessing project protection (5 points):

· Linguistic correctness of speech (grammatical, lexical, phonetic)

· Degree of mastery of the material (free - without support, not free - with support)

· Ability to attract the attention of the audience (intro, ending)

· Self-manage presentation slides

4. Total:

· 13 - 15 points - “5”

· 10 - 12 points - “4”

· 7 - 9 points - “3”

Final grade:

An example of an assignment for the development of regulatory educational activities “Planning educational work”

Assignment “Planning academic work”

Target: developing the ability to plan educational activities over time, drawing up a time map of preparation for a report.

Age: 13-14 years old.

Academic discipline: LIFE SAFETY FUNDAMENTALS.

Task completion form: individual work

Task description : drawing up a time map of the work on the report. Checking the correctness of time planning.

Instructions: Students are assigned to prepare a short report (up to 10 minutes of speech). They are asked to fill out the chronocard in such a way as to plan the time required for preparation (60 minutes - 1 hour) to carry out the sequence of training actions.

Chronocard

Action

minutes

Total minutes

Defining a theme and purpose

Reading literature

Selection and systematization of report content

Writing report abstracts

Examination

After filling out the time card, students begin preparing a report. During preparation, they mark the actual time spent on the time map (with a colored pencil). Then they compare the planned time consumption with the actual one and answer the questions:

Are there any differences?

What are they?

What action did you underestimate in terms of time costs? Which one is overrated?

How would you fill out the chronocard now?

Used Books

1. Mukhina V. S. Age psychology. Phenomenology of development. - M.: Publishing center "Academy", 2006. - 608 p.
2. Project activity in primary and high school / Ed.

A. B. Vorontsova. - M.: Education, 2008. - 192 p.

3. Formation of universal educational activities in primary school.

Task system / Ed. A. G. Asmolova, O. A. Karabanova. - M.:

Education, 2010. - 160 p.

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

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

Personal, professional, life self-determination;

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

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

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

These include:

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

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

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

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

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

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

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

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

General educational universal actions:

Independent identification and formulation of a cognitive goal;

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

Structuring knowledge;

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

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

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

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

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

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

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

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

Logical universal actions:

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

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

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

Summarizing the concept, deriving consequences;

Establishing cause-and-effect relationships;

Construction of a logical chain of reasoning;

Proof;

Proposing hypotheses and their substantiation.

Statement and solution of the problem:

Formulating the problem;

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

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

Communicative actions include:

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

Questioning – proactive cooperation in searching and collecting information;

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

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

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

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

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

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

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

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

School anxiety decreases;

The cognitive activity and creative independence of students increases;

Class cohesion increases;

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

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

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

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

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

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

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

problems over private ones;

Adhering to moral and ethical principles appropriate to the mission

modernity;

Understanding that civic qualities are based on respect for each other

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

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

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

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

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

Levels	Indicators	Behavioral indicators
	Lack of educational activities as integral “units” of activity.	Performing only individual operations, lack of planning and control, performing actions by copying the teacher’s actions, replacing the educational task with the task of literal memorization and reproduction.
	Carrying out learning activities in collaboration with the teacher.	Explanations are needed to establish the connection between individual operations and the conditions of the task; independent execution of actions is possible only according to an already mastered algorithm
	Inadequate transfer of learning activities to new types of tasks.
	Adequate transfer of learning activities in collaboration with the teacher.

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

	Personal UUD	Regulatory UUD	Cognitive UUD	Communicative UUD
	1. Appreciate and accept the following basic values: “goodness”, “patience”, “homeland”, “nature”, “family”. 2. Respect for your family, for your relatives, love for your parents. 3. Master the roles of the student; formation of interest (motivation) in learning. 4. Evaluate life situations and actions of characters in literary texts from the point of view of universal human norms.	1. Organize your workplace under the guidance of a teacher. 2. Determine the purpose of completing tasks in class, in extracurricular activities, in life situations under the guidance of a teacher. 3. Determine a plan for completing tasks in lessons, extracurricular activities, and life situations under the guidance of a teacher. 4. Use the simplest instruments in your activities: ruler, triangle, etc.	1. Find your bearings in the textbook: determine the skills that will be developed based on studying this section. 2. Answer simple questions from the teacher, find the necessary information in the textbook. 3. Compare objects, objects: find commonalities and differences. 4. Group items and objects based on essential features. 5. Retell in detail what you read or listened to; determine the topic.	1. Participate in dialogue in class and in life situations. 2. Answer questions from the teacher and classmates. 2. Observe the simplest norms of speech etiquette: say hello, say goodbye, thank you. 3. Listen and understand the speech of others. 4. Participate in pairs.
	1. Appreciate and accept the following basic values: “kindness”, “patience”, “homeland”, “nature”, “family”, “peace”, “true friend”. 2. Respect for your people, for your homeland. 3. Mastering the personal meaning of learning, the desire to learn. 4. Assessment of life situations and actions of characters in literary texts from the point of view of universal human norms.	1. Organize your workplace yourself. 2. Follow the regime for organizing educational and extracurricular activities. 3. Determine the purpose of educational activities with the help of a teacher and independently. 5. Correlate the completed task with the example proposed by the teacher. 6. Use simple tools and more complex devices (compasses) in work. 6. Correct the task in the future. 7. Evaluate your task according to the following parameters: easy to complete, encountered difficulties in completing it.	1. Find your bearings in the textbook: determine the skills that will be developed based on studying this section; define the circle of your ignorance. 2. Answer simple and complex questions from the teacher, ask questions yourself, find the necessary information in the textbook. 3. Compare and group items and objects on several grounds; find patterns; independently continue them according to the established rule. 4. Retell in detail what you read or listened to; make a simple plan. 5. Determine in which sources you can find the necessary information to complete the task. 6. Find the necessary information both in the textbook and in the dictionaries in the textbook. 7. Observe and draw independent simple conclusions	1.Participate in dialogue; listen and understand others, express your point of view on events and actions.
	1. Appreciate and accept the following basic values: “kindness”, “patience”, “homeland”, “nature”, “family”, “peace”, “true friend”, “justice”, “desire to understand each other”, “ understand the position of the other." 2. Respect for one’s people, for other peoples, tolerance for the customs and traditions of other peoples. 3. Mastering the personal meaning of the teaching; desire to continue their studies. 4. Assessment of life situations and actions of characters in literary texts from the point of view of universal human norms, moral and ethical values.	1. Organize your workplace independently in accordance with the purpose of completing tasks. 2. Independently determine the importance or necessity of performing various tasks in the educational process and life situations. 3. Determine the purpose of educational activities with the help of yourself. 4. Determine a plan for completing tasks in lessons, extracurricular activities, and life situations under the guidance of a teacher. 5. Determine the correctness of the completed task based on comparison with previous tasks, or on the basis of various samples. 6. Adjust the execution of the task in accordance with the plan, conditions of execution, and the result of actions at a certain stage. 7. Use literature, tools, and equipment in your work. 8. Evaluate your assignment according to parameters presented in advance.	select the necessary sources of information among the dictionaries, encyclopedias, and reference books proposed by the teacher. 3. Retrieve information presented in different forms (text, table, diagram, exhibit, model, a, illustration, etc.) 4. Present information in the form of text, tables, diagrams, including using ICT. 5. Analyze, compare, group various objects, phenomena, facts.	1. Participate in dialogue; listen and understand others, express your point of view on events and actions. 2. Formulate your thoughts in oral and written speech, taking into account your educational and life speech situations. 4. Performing various roles in the group, collaborate in jointly solving a problem (task). 5. Defend your point of view, observing the rules of speech etiquette. 6. Be critical of your opinions 8. Participate in the work of the group, distribute roles, negotiate with each other.
	1. Appreciate and accept the following basic values: “kindness”, “patience”, “homeland”, “nature”, “family”, “peace”, “true friend”, “justice”, “desire to understand each other”, “ understand the position of the other”, “people”, “nationality”, etc. 2. Respect for one’s people, for other peoples, acceptance of the values ​​of other peoples. 3. Mastering the personal meaning of the teaching; choice of further educational route. 4. Assessment of life situations and actions of characters in literary texts from the point of view of universal human norms, moral and ethical values, and the values ​​of a Russian citizen.	1. Formulate the task independently: determine its goal, plan the algorithm for its implementation, adjust the work as it progresses, independently evaluate it. 2. Use various means when completing a task: reference books, ICT, tools and devices. 3. Determine your own assessment criteria and give self-assessment.	1. Find your bearings in the textbook: determine the skills that will be developed based on studying this section; determine the circle of your ignorance; plan your work to study unfamiliar material. 2. Independently assume what additional information will be needed to study unfamiliar material; select the necessary sources of information among the dictionaries, encyclopedias, reference books, and electronic disks proposed by the teacher. 3. Compare and select information obtained from various sources (dictionaries, encyclopedias, reference books, electronic disks, the Internet). 4. Analyze, compare, group various objects, phenomena, facts. 5. Draw conclusions independently, process information, transform it, present information based on diagrams, models, messages. 6. Create a complex text plan. 7. Be able to convey content in a compressed, selective or expanded form	Participate in dialogue; listen and understand others, express your point of view on events and actions. 2. Formulate your thoughts in oral and written speech, taking into account your educational and life speech situations. 4. Performing various roles in the group, collaborate in jointly solving a problem (task). 5. Defend your point of view, observing the rules of speech etiquette; argue your point of view with facts and additional information. 6. Be critical of your opinions. Be able to look at a situation from a different position and negotiate with people from different positions. 7. Understand the other person's point of view 8. Participate in the work of the group, distribute roles, negotiate with each other. Anticipate the consequences of collective decisions.

Formation of personal universal educational actions

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

I know/can

I do (Table 4).

Psychological terminology	Pedagogical terminology	Child's tongue	Pedagogical guideline (the result of pedagogical influence accepted and implemented by the student) I know/can, I want, I do
Personal universal learning activities.	Personality education (Moral development; and the formation of cognitive interest)		What is good and what is bad "I want to learn" "Learning to succeed" "I live in Russia" “Growing up as a good person” "In a healthy body healthy mind!"
Regulatory universal educational activities.	self-organization	"I can"	“I understand and act” “I’m in control of the situation” “Learning to evaluate” “I think, write, speak, show and do”
Cognitive universal learning activities.	research culture	"I'm studying".	"I search and find" “I depict and record” “I read, I speak, I understand” "I think logically" "I'm solving a problem"
Communicative universal learning activities	communication culture	"We are together"	"Always in touch" "Me and We."

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

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

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

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

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

1) the structure of value consciousness;

2) level of development of moral consciousness;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

setting for a healthy lifestyle;

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

empathy for other people's feelings.

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

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

Literacy lessons.

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

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

Russian language lessons.

Educational program “Promising Primary School”.

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

Tasks of type:

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

- “Do you agree with the hero?”

- “How will you answer the hero?”

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

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

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