Formation of UUD in extracurricular activities

The person who has felt the wind of change must

build not a shield from the wind, but a windmill.

Stephen King

Today's information society requires a learner, who is able to learn independently and relearn many times during his life, ready for independent actions and decision-making. In other words, the school should teach the child: "teach to learn", "teach to live", "teach to live together", "teach to work and earn" (from the UNESCO report "To the New Millennium").

The new standards raise many issues. What should be the main result of learning at school? How to build a learning system so that a graduate can easily adapt to the real world? The main answer to many of these questions is the application of knowledge and skills in real life. Who can apply them? Only the student who owns the universal tool - UUD.

The main condition for the successful formation of UUD is

inclusion of students in active extracurricular activities .

Based on the need and readiness of schoolchildren to master knowledge, I organize extracurricular activities (goal setting, planning, forecasting, control, correction).

How do I do it?

- I do not present new knowledge to students in finished form, but I organize

process so that they obtain this knowledge in their own educational -

cognitive activity ;

- I take into account the age-related psychological characteristics of the development of children;

- create friendly atmosphere ;

- develop students' ability to analytical choice and

adequate decision-making in a situation of choice;

- create conditions for students to gain experience creative

activities .

- I teach to work with additional literature: dictionaries, encyclopedias, reference books.

One of effective methods The formation of UUD is work in a group, which implies a high degree of independence, initiative of students, forms the development of social skills of schoolchildren in the process of group interactions.

I started working in groups with the development of ground rules. My students and I came to the conclusion that should be achieved:

full attention to a classmate;

serious attitude to the thoughts, feelings of others;

tolerance, friendliness

no one has the right to laugh at the mistakes of a comrade, because everyone has the "right to make a mistake."

All students took an active part in the discussion of these rules. In the process of completing this task, students formed universal learning activities. in personal areas (basic values: patience, kindness, mastering the role of a student, the formation of interest in learning), communicative (participation in the dialogue), cognitive (answer simple questions from the teacher) regulatory (work according to the instructions that they themselves developed) areas.

- I use ICT, which makes extracurricular activities for children more exciting and interesting. Children get more opportunities to develop logical and algorithmic thinking, imagination and knowledge of the world.

Personal UUD I form by asking questions that contribute to the creation of motivation, i.e., a question aimed directly at the formation of interest, curiosity of students. For example: “What would you do…”; "What would you do…";

I try to contribute to the emergence of a personal, emotional attitude of students to the topic under study with the following questions: “How do you feel about ...”; "How do you like…".

Through the creation of a problem situation and the conduct of a problem dialogue, children formulate theme and purpose lessons.

Tasks for the formation of cognitive universal educational activities:

- "Find differences"

- "what does it look like?";

- search for superfluous;

- "mazes";

- ordering;

- "chains";

- ingenious solutions;

- drawing up schemes-supports;

- work with different kind tables;

- work with dictionaries;

Cognitive UUD form by encouraging students to

action: “Think”, “Complete those task”,

"Analyze", "Make a conclusion .."

Working on shaping regulatory UUD , I teach specific ways of action: plan, set a goal, use an algorithm for solving a problem.

Tasks for the formation of regulatory universal learning activities:

- "intentional errors";

- search for information in the proposed sources;

- mutual control;

- "find mistakes"

Tasks for the formation of communicative universal educational activities:

- make a task for a partner;

- feedback on the work of a friend;

- group work on compiling a crossword puzzle;

- "guess who we are talking about";

- dialogue listening (formulation of questions for feedback);

- "prepare a story ...", "describe orally ...", "explain ...", etc.

I work with 1st grade kids. The level of preparedness for

the moment of entering the school was different: there were children who read, knowing just letters, trying to add syllables.

Watching the first graders, I noticed that many children

it is difficult to politely communicate with each other, they do not know how to communicate correctly

seek help from children and adults. Sometimes they simply demand that they be helped, that they do the work for them, they do not know how to thank. It is difficult for the children to negotiate among themselves, to obey certain rules, even to listen to the teacher, so I pay great attention to the formation of communication skills.

Mastering universal learning activities by students takes place in the context of different subjects. It is quite obvious that there is no strict gradation for the formation of a certain type of UUD in the process of studying a particular subject, and cannot be. However, a shift in emphasis is possible. In some topics, great attention may be paid to the formation of some types of UUD, in others - to the formation of others. But in general, the lesson is the formation of all four types of universal educational activities.

From the first minute of class, students are included in organization of its learning activities (regulatory UUD) . These include:

goal-setting, as setting a learning task (-How would you like to see the lesson? What qualities do you need to show in order for the lesson to turn out like that?). Next, the students, having solved the puzzles, independently formulate the topic of the lesson.

Conducting a lesson in the “Our Planet” circle on the topic “Why is it raining?” The kids are facing a problem.

Why is it raining on Earth? Each of the guys thinks differently, but experience helps us choose the right answer (experiment with commenting is being carried out).

- What am I doing? (heat water)

What in nature heats water? (sun)

- The sun is the strongest source of heat in nature.

- What do you think will happen if the steam comes into contact with a cold object?

- Let's check if it's true. (showing)

Why did droplets form?

- Why is it raining?

Thus, the guys independently made a conclusion and compared it with the conclusion of scientists (reading the conclusion in a notebook). The children took an active part in the experiment. At this stage, classes developed UUD in all areas:

- personal (formation of interest)

- regulatory (using the simplest items to conduct the experiment)

- cognitive (observed and drew conclusions, worked with the text in a notebook)

- communicative (participated in the dialogue, answered questions, listened and understood the speech of others)

It is important to note such a universal educational action as reflection. Reflection by students of their actions presupposes their awareness of all components of educational activity.

- Take your drop and put it on a black cloud if you were bored in class.

- And, if you were interested in today's lesson, put your drop on a blue cloud.

"Smart Vitamins" - workbooks for extracurricular activities, which contain tasks for the development of: productivity of thinking, spatial thinking, numerical skills, system analysis, verbal flexibility, reasoning ability, verbal perception, the ability to work with information presented in different ways.

To form UUD in extracurricular activities, I use the following types of work:

"Competition".

Each group receives a worksheet. Tasks are performed on

whatman. The results are recorded on the board.

 « Tasks for girls and boys.

On the board are options for text tasks separately for girls and boys.

Each task has a certain score. The sum of points determines who won.

 Task cards.

Each group receives task cards. for discussion and

time is given to complete the task. Then we check the work. The answers of the groups are listened to, the errors are corrected.

 Work with cards of different colors and shapes.

 Fairy tale dramatization.

 Reading competition.

Creative tasks.

Creative tasks are aimed at developing students

cognitive UUD and creative abilities.

Children enjoy doing things like:

 Come up with your own rules of conduct at school, in nature, on excursions, in the park, when communicating with strangers.

Come up with your own signs of behavior, drawings.

 Solving crossword puzzles.

 Quizzes on the topic.

 Write a poem, fiction.

 Draw an illustration for the story.

 Game lessons.

To analyze our successes, we use the “Ladder of Achievements” with three steps.

It can be used at different stages of extracurricular activities.

Step 1 - I understand everything, I can help others.

Stage 2 - I understand, but I still need to work.

Step 3 - I don't understand, I need help.

I believe that universal learning activities are

foundation for the formation of key competencies

students. The important thing is that children can feel

equal participants in the educational process. They themselves

they try to teach themselves, independently acquire knowledge, teach

others. And, at the same time, it is important for them to know that in case of difficulty

the teacher can help them, direct and x actions. The main

extracurricular activities becomes cooperation, there is

mutual understanding between all participants, increases

performance and motivation to learn.

Of course I'm a teacher primary school, I can’t say that my graduates have fully formed all the components of the educational

activities. But with such an organization of the educational process, they lay a solid foundation for its successful formation in the main school: an internal need and motivation to learn new things, the ability to learn in a team environment, and self-confidence. The child has the opportunity to realize his abilities, he learns to live in society.

At the end of my speech, I want to conclude that the formation of universal educational activities is an integral part of the educational process and extracurricular activities. The main thing in the work of a teacher is to find such methods of work that will make it possible to use the potential of extracurricular activities as efficiently as possible.

It is difficult to solve these problems by means of only lesson activities, for which the resources of extracurricular activities are used. The purpose of this work is to study the formation of universal educational activities of younger students in extracurricular activities in the Russian language.

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INTRODUCTION………………………………………………………………………….3

CHAPTER 1. GENERAL CHARACTERISTICS OF UNIVERSAL LEARNING ACTIONS………………………………….………………………….5

1. FUNCTIONS OF UNIVERSAL LEARNING ACTIONS…………. 5

1.2 TYPES OF UNIVERSAL LEARNING ACTIONS……………………………………………………………………………………………………………………………………………………………………….8

Chapter 2 12

2.1 ORGANIZATION OF EXTRA-COURSE ACTIVITIES OF YOUNGER SCHOOLCHILDREN…………………………………………………………………..12

17

CONCLUSION ………………………………………………………………...26

LIST OF USED LITERATURE ………………………..28

P Appendix………………………………………………………………...31

INTRODUCTION

The formation of universal educational activities of junior schoolchildren in the Russian language involves the development of initial ideas about the unity and diversity of the linguistic and cultural space of Russia. As well as the formation of concepts about language as the basis of national identity, students' understanding that language is a phenomenon of national culture and the main means of human communication, awareness of the importance of the Russian language as the state language Russian Federation, language of interethnic communication and other UUD. It is difficult to solve these problems by means of only lesson activities, for which the resources of extracurricular activities are used.

Under extracurricular activities in the framework of the implementation of the Federal State Educational Standard, IEO should be understood as educational activities carried out in forms other than class-lesson. It is aimed at achieving the planned results of mastering the basic educational program of primary general education.

The purpose of this work is to study the formation of universal educational activities of younger students in extracurricular activities in the Russian language.

Tasks of this work:

1. Describe the UUD, consider their types and functions;

2. Consider the extracurricular activities of younger students in the Russian language as a means of forming universal educational activities.

Object of study: universal learning activities.

Subject of study:means of forming UUD in extracurricular activities in the Russian language.

Research method:theoretical analysis of the literature on the problem.

Course work consists of an introduction, two chapters, a conclusion, a bibliography and an appendix.

Chapter 1. general characteristics universal learning activities

1.1 Functions of universal learning activities

Under the universal educational activities in the Concept of Federal State Standards of General Education is understood "... a set of ways of a student's actions that ensure his cultural identity, social competence, tolerance, the ability to independently acquire new knowledge and skills, including the organization of this process." 1

In a broad sense, the term "universal learning activities" means the ability to learn, i.e. the ability for self-development and self-improvement through the conscious and active appropriation of new social experience.

The formation of universal educational activities in the educational process is carried out in the context of the assimilation of various academic disciplines. Each academic subject, depending on the subject content and ways of organizing the educational activities of students, reveals certain opportunities for the formation of UUD.

General educational universal actions:

Independent selection and formulation of a cognitive goal;

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

Action with sign-symbolic means (substitution, coding, decoding, modeling - transformation of an object from a sensual form into a model, where the essential characteristics of the object (spatial-graphic or sign-symbolic) are highlighted);

Ability to structure knowledge;

The ability to adequately, consciously and arbitrarily build a speech statement in oral and written form;

Choice of the most effective ways solving problems depending on specific conditions;

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

semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose;

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

The development of universal educational activities is ensured by the assimilation of educational content and the formation of the student's psychological abilities.

The implementation of the activity approach in education, the application of which is explicitly oriented by the requirements of the Federal State Educational Standard, is carried out in the course of solving the following tasks:

Definitions of the main results of training and education in terms of formation personal qualities and universal learning activities;

Building the content of academic subjects and education with a focus on essential knowledge in certain subject areas;

Definition of functions, content and structure of universal educational activities for each age/level of education;

Identification of the age-specific form and qualitative indicators of the formation of universal educational activities in relation to cognitive and personal development students;

Definitions of the range of educational subjects within which specific types of universal educational activities can be optimally formed and in what form;

Development of a system of typical tasks for diagnosing the formation of universal educational activities at each of the stages of the educational process.

The criteria for assessing the formation of UUD in students are:

Compliance with age-psychological regulatory requirements;

Compliance of properties of universal actions with predetermined requirements. 2

Age-psychological standards are formulated for each type of UUD, taking into account the stages of their development.

The following properties of actions are evaluated:

The level (form) of the action;

Completeness (expansion);

Reasonableness;

Consciousness (consciousness);

Generalization;

Criticality and Mastery

The formation of universal educational activities in the educational process is determined by three complementary provisions:

The formation of universal educational activities as the goal of the educational process determines its content and organization.

The formation of universal learning activities occurs in the context of mastering different subject disciplines.

Universal educational activities, their properties and qualities determine the effectiveness of the educational process, in particular the assimilation of knowledge and skills; formation of the image of the world and the main types of student competencies, including social and personal competence.

Universal learning activities perform the following functions:

Ensuring the student's ability to independently carry out learning activities, set learning goals, seek and use the necessary means and ways to achieve them, control and evaluate the process and results of activities;

Creation of conditions for the harmonious development of the personality and its self-realization on the basis of readiness for continuous education;

Ensuring the successful assimilation of knowledge, the formation of skills, abilities and competencies in any subject area.

The universality of the nature of educational activities is manifested in the fact that they are of a supra-subject and meta-subject nature: they ensure the integrity of the general cultural, personal and cognitive development; ensure the continuity of all stages of the educational process; underlie the organization and regulation of any activity of the student, regardless of its specially-subject content.

1.2 Types of universal learning activities

As part of the main types of universal educational activities, 4 blocks can be distinguished. 3

The main types of universal learning activities include personal, regulative (including self-regulation activities), cognitive, communicative UUD.

Personal UUD provide a value-semantic orientation of children (the ability to correlate actions and events with accepted ethical principles, knowledge of moral norms and the ability to highlight the moral aspect of behavior) and orientation in social roles and interpersonal relationships.

Regulatory UUDensure the organization of educational activities (goal setting as setting a learning task based on the correlation of what is already known and learned by the students, and what is still unknown;

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

Forecasting - anticipation of the result and the level of assimilation, its temporal characteristics;

Control in the form of comparing the method of action and its result with a given standard in order to detect deviations 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 real action and its product;

Evaluation is the selection and awareness by the student of what has already been learned and what is still to be mastered, awareness of the quality and level of assimilation.

Volitional self-regulation as the ability to mobilize forces and energy; the ability to volitional effort - to make a choice in a situation of motivational conflict and to overcome obstacles.

Cognitive UDinclude general educational, logical and problem-solving skills.

General Education Skills:

The ability to adequately, consciously and arbitrarily build a speech statement in oral and written speech, conveying the content of the text in accordance with the purpose (detailed, concisely, selectively) and observing the norms of constructing the text (corresponding to the topic, genre, style of speech, etc.);

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

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

Logic skills:

Comparison of specific sensory and other data (in order to highlight identities / differences, identify common features and make a classification);

Identification of concrete-sensory and other objects (for the purpose of their inclusion in a particular class);

Analysis - the selection of elements and "units" from the whole; division of the whole into parts;

Synthesis - the compilation of a whole from parts, including independently completing construction, replenishing the missing components;

Seriation is the ordering of objects according to a given base.

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

Planning educational cooperation with a teacher and peers - defining the goal, functions of participants, ways of interaction;

Asking questions - proactive cooperation in the search and collection of information;

Conflict resolution - identification, identification of the problem, search and evaluation of alternative ways to resolve the conflict, decision-making and its implementation;

Managing the partner's behavior - control, correction, evaluation of the partner's actions;

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

From the point of view of information activity, sign-symbolic UUD are backbone for all other types of UUD, since they all refer to information, sign-symbolic models. 4

Thus, the achievement of the ability to learn involves the full development of all components of learning activity by students, which include: cognitive and learning motives, learning goal, learning task, learning activities and operations (orientation, transformation of material, control and evaluation). The ability to learn is an essential factor in increasing the effectiveness of students mastering subject knowledge, the formation of skills and competencies, the image of the world and the value-semantic foundations of personal moral choice.

Chapter 2

2.1. ORGANIZATION OF EXTRA-COURSE ACTIVITIES OF JUNIOR SCHOOLCHILDREN

The introduction of a new generation standard into the practice of elementary school work allows teachers to form universal learning activities not only in the classroom, but also in extracurricular activities.

The purpose of organizing extracurricular activities is to create conditions for younger students to achieve best results mastering the main educational program.

The creation of a comfortable educational environment contributes to the formation of the personal characteristics of a primary school student, described in the standard as "Portrait of a Primary School Graduate", which are based on the result of the formed universal educational activities (UUD) and spiritual and moral education and development. 5

The choice of the content of the program is determined by the following factors:

The competence of teachers in the field of achievement by younger students of meta-subject and personal results of mastering the main educational program of primary general education;

Implementation of the system-activity approach in extracurricular activities;

The use by teachers of effective methods aimed at the spiritual and moral development and education of students;

The current model for monitoring extracurricular activities.

Legal framework for organizing extracurricular activities

1. Educational program of primary general education.

2. Contracts with institutions additional education.

3. Regulations on extracurricular activities.

4. Regulations on the "Portfolio of an elementary school student".

5. Job description of the deputy director for educational work at the primary level of education.

6. Job description of a primary school teacher. 6

The model for organizing extracurricular activities is presented in Appendix 1.

Tasks of extracurricular activities:

1. formation of skills of positive communicative communication;
2. development of skills for organizing and implementing cooperation with teachers, peers, parents, older children in solving common problems;
3. education of diligence, ability to overcome difficulties, dedication and perseverance in achieving results;
4. development of a positive attitude towards basic social values ​​(person, family, Fatherland, nature, peace, knowledge, work, culture);
5. deepening the content, forms and methods of employment of students in their free time;
6. organization of information support for students;
7. improvement of the material and technical base.

Principles of organization of extracurricular activities:

Continuous additional education as a mechanism for ensuring the completeness and integrity of education as a whole;

Systematic organization of the management of the educational process, taking into account the socio-cultural characteristics of the gymnasium, development programs;

Diversified directions and forms of organization of extracurricular activities;

Interaction with institutions of additional education, culture and sports; unity and integrity of partnership relations of all subjects of additional education;

Development of the individuality of each child in the process of social self-determination;

Meeting the needs of students and their parents;

Optimal use of the academic and vacation periods of the academic year;

Implementation of the possibilities of educational and methodological kits used in the educational process.

Activities for younger students:

Educational cooperation (collectively-distributed educational activities, including collective discussion, group, pair work);

Individual learning activities (including independent work using additional information sources);

Game (including the highest types of play - dramatization game, director's game, game by the rules);

creative (including artistic creativity, designing, shaping the concept and implementation of socially significant initiatives);

Labor (self-service, participation in socially useful work, in socially significant labor actions);

Sports (mastering the basics physical culture, familiarity with various sports, experience of participating in sports competitions);

Self-government activities (participation in the life of a children's organization);

Free communication(self-presentation, training, discussion, conversation).

Directions of extracurricular activities:

1. sports and recreation;
2. spiritual and moral;
3. general intellectual;
4. general cultural;
5. social.

Forms of organization:

Circle,

School Scientific Society Section,

psychological training,

literary association,

Studio, workshop,

Club,

Olympics,

Sport section.

Conditions for the implementation of the program of extracurricular activities:

Design and implementation of work programs for extracurricular activities;

Staffing;

Methodological support;

Logistics. 7

Technologies for organizing extracurricular activities

Cognitive UUD	Problem learning technology.
Regulatory UUD	Project method
Communicative UUD	Technology of the activity method of teaching. Project method

Monitoring of extracurricular activities

The purpose of monitoring research is to create a system for organizing, collecting, processing and disseminating information that reflects the effectiveness of the modernization of extracurricular activities and additional education according to the following criteria.

Expected results:

Creation of optimal conditions for the development and recreation of children;

Expansion of opportunities for the creative development of the student's personality, the realization of his interests;

Creative self-realization of children;

Formation of skills of collective and organizational activity;

Psychological comfort and social security of each child;

Preservation of the image of the school as a socially active one, development of school traditions;

Formation of a single educational space;

Development of student self-government at all levels;

Active, mass participation in ongoing targeted programs and projects at various levels;

Using the potential of open educational space.

Thus, the creation of conditions for the achievement by younger students of the best results in the development of the main educational program and the formation of universal educational activities is the goal of organizing extracurricular activities.

Maps for achieving personal and meta-subject results in the first grade are presented in Appendix 2.

2 . 2. Extracurricular activities of younger schoolchildren in the Russian language as a means of forming universal educational activities

The Federal State Educational Standard for Primary General Education (FSES IEO) defines the relevance of the concept of "functional literacy", which is based on the ability to set and change the goals and objectives of one's activity, plan, monitor and evaluate it, interact with the teacher and peers in the educational process, act in situations of uncertainty. 8 Sufficiently large requirements for present stage are presented to the formation of functional literacy of a younger student, which creates an optimal level of language and speech development for primary language education, provided with cognitive, communicative, value-semantic, informational and personal competencies.

Naturally, it is impossible to solve this problem by means of lesson activity alone. It is necessary to use extracurricular activities for the formation of functional language literacy. The program interprets it as a personality-oriented interaction between the teacher and the child, the purpose of which is to ensure the conditions for the development of the child, his formation as a person during the school years. 9

In this regard, we can consider the activity in the elementary school of the work of the circle-laboratory "Young linguist", which is based on educational and research activities. This activity is aimed at personal development, the acquisition of a functional skill in the study of language as a universal way of mastering reality, the activation of a personal position, when students can independently acquire new knowledge. The role of the teacher is to organize educational and research activities, create a creative atmosphere, provide motivation, initiate and implement pedagogical support for children, accompany them.

When designing the research activities of younger students in the Russian language, the following model can be considered the most acceptable:

Facing a language problem;

Activity planning;

Collection of scientific facts on the problem;

Experimentation, practical application of the acquired language knowledge;

Conclusions based on the analysis and generalization of the data obtained;

Analysis and self-assessment of their own activities.

Let us give an example of the organization of educational and research activities in the study of phraseological units in the laboratory "Young Linguist" in the 3rd grade.

Any activity begins with a motive, which acts as an incentive to action. At the same time, students discover the limits of their own ignorance. Students face a problem that needs to be solved. The motive for the study of phraseological units was the situation when, when studying works of art in the classroom literary reading and when reading at home, the children met with expressions that were incomprehensible to them. Similar expressions were heard from many adults. There were difficulties in understanding what was read or heard. 10

Thus, the younger schoolchildren were faced with the task of studying the expressions unfamiliar to them - phraseological units - accepted in the Russian language. 11

Research activity, including educational, involves the development of hypotheses. In this case, the hypothesis was as follows: having studied stable expressions, understanding their meaning, one can not only better understand works of art and the people around you, but also to enrich your speech.

When planning educational and research activities, children would be asked to answer the questions “What do I want to know about phraseological units? and “Why do I need to know?”.

Answers to the first question showed what children want to know

Meaning, meaning of widespread phraseological units;

The history of the emergence of set expressions in the Russian language;

The role of phraseological units in the Russian language, as well as to explore phraseological units in other languages ​​and compare them with Russian ones.

The answer to the second question involves the practical use of acquired knowledge.

The largest part of the work on any creative or research topic is the search for information, or the collection of scientific language facts. The success of such an activity directly depends on whether the younger student is able to search for the necessary information and process it.

In this regard, the teacher has a very important task: to acquaint students with the information storage system and teach them how to quickly search for and process information. Today there are alternative sources of information: library databases, educational, scientific and fiction, Internet databases.

The collection of scientific facts in the study of phraseological units would be organized in the form of presenting a system of tasks to students.

Task 1. Among the expressions you have, select those that seem familiar to you, but you do not fully understand their meaning or do not understand at all.

For this task, the children would form groups of about 5 people. Each group would useown set of phraseological units, in the course of the task, exchanging cards with each other.

Thus, students would be placed in the conditions of educational cooperation, when it is necessary to share their own experience with their comrades.

Task 2. Distribute all the marked expressions among the members of the group. Find their meanings.

To complete this task, it is advisable to form small interest groups, approximately 3 people each. The work on determining the values ​​of set expressions would be organized in a computer class using Internet resources. To do this, the addresses of sites would have been selected in advance, taking into account their safety for children. After completing the task, the children would be able to exchange the information received, reading out the expressions they liked the most.

Thus, carrying out these tasks would help to expand the vocabulary of students, develop the ability to work with a dictionary, dictionary entry, develop communication skills, as well as improveinformation and communication competencies of schoolchildren. The result would besmall dictionaries of phraseological units, which could then be printed and usedin the lessons of the Russian language and literary reading.

Task 3. What are phraseological units? How did they originate in Russian?

Group work again. To answer questions, they could uselinguistic dictionaries, articles, encyclopedias, write out what seemed important and essential to them. To exchange the information found and discuss the information received, the students would record them on a common sheet, arranging them in a logical order. Thus, knowledge of phraseological units would deepen, children would learn to work with information, highlighting the necessary and discarding the secondary, continuedthe formation of skills of educational cooperation, i.e. students learned to learn.

Functional literacy, in addition to the ability to learn, also implies a tolerant, respectful attitude towards other peoples and their cultures. We believe that one of the conditions for the formation of a functionally literate linguistic personality is the ability to build a dialogue of cultures that allows you to have a conversation with society. This means that a person is able to understand the views of representatives of different cultures, times and ages, distinguishing between his own and others' points of view; refer to texts of a different culture when solving educational problems; treat with understanding a different image of the world in the works of a different culture. 12

In order to form a respectful attitude towards the languages ​​of other peoples, children would be asked to look for phraseological units in other languages, compare them with stable expressions of the Russian language. So, it is possible to organize work to search for phraseological units in the languages ​​of the peoples inhabiting our country, or to turn to the languages ​​of the peoples living in the neighborhood of Russia. First of all, we would turn to the national composition of the class, and also explore the language that children learn in foreign language lessons (English).

Phraseological units from different languages, as a result of which children would come to the idea of ​​the originality of the phraseology of each language, that it reflects values, ideals, people's ideas about the world, about their lives. Thus, the attitude towards the language as a cultural value is formed.

When studying the role of phraseological units in the Russian language, linguistic observation and a linguistic experiment would be used. For example, students would be given the task at home to pick up works of art in which phraseological units are found. Further, in one of the laboratory classes in these works, schoolchildren would find, underline and write outphraseological units, explaining their meanings, replaced set expressions with ordinary words and compared the resulting texts.

Original text

Once I was with him on a short leg. But one day he (he got up on his left foot, or what?) Climbed to me to fight. I'm home with all my legs! Barely took his legs! But now not a foot to him. He won't have my leg anymore! 13

Changed text

Once I was friends with him. But one day he (was in a bad mood, or what?) Started to fight with me. I quickly ran home! Escaped with difficulty! But now I don't go to him. And I will never visit him again!

Students conclude that phraseological units are needed for the expressiveness of speech, its figurativeness, brightness and accuracy.

Phraseologisms are often used in folk tales and children's poems.

Here are some examples:

They say mom

Hands are not simple.

They say mom

Golden hands.

I'll look carefully

I'll take a closer look.

I stroke my mother's hands

I don't see gold.

(M. Rodina)

Early in the morning mama

I sent my son to class.

She said: "Don't fight,

Don't tease, don't tease

Hurry up, it's time.

Well, neither fluff nor feather!

An hour later, barely alive,

The rooster goes home.

Barely hobbles

He's from the schoolyard

And on it, in fact

There is no fluff or feather.

(V. Orlov) 14

Watching phraseological units in literary texts, younger students practice finding them, recognizing them, joining the culture, see examples of expressing emotions with the help of phraseological units.

The position in education “knowledge for the sake of knowledge” is a thing of the past. Its place is taken by another: knowledge must be able to apply in life to solve practical problems. This means that research work provides for the presence of not only a theoretical, but also a practical part, experimentation, and the use of knowledge in practice.

You can offer children a variety of creative tasks:

Compose a story or fairy tale using phraseological units you like;

Make drawings that reflect the direct meaning of phraseological units;

Compose and solve a crossword puzzle; write a report, take an interview;

Come up with a fantasy story or mystical thriller.

As an example, we can cite the story that was composed by the third grader Daniel K.:

Ivan, who does not remember kinship

There lived a boy. His parents loved and cared for him very much. The boy loved to play hockey. When he grew up, he did not want to bury his talent in the ground and left with the team for another city.

The parents missed the boy very much, and he kept putting off the trip home. He behaved like a two-faced Janus: in telephone conversations he kept promising to come, but he did not keep his promises.

Probably, the boy thought only of himself and did not care about his parents. After all, you do not need to be seven spans in the forehead to remember your loved ones.

Based on the analysis and generalization of the conducted educational and research work, the students, together with the teacher, formulate conclusions. In the course of work, students begin to understand and perceive phraseological units as a manifestation of the richness of the Russian language. They come to the realization that set expressions enrich our speech, make it figurative, vivid, emotional and include phraseological units in their speech. In addition, children learn to write scientific articles and reports, speak with them, and publish them in a school magazine. 15

At the end of the session, we would conduct an analysis and self-assessment of our own activities in terms of the personal contribution of each participant to the work done, if this is a collective activity, and in terms of personal significance in individual work.

Thus, through the organization of educational and research activities outside school hours, the following UUDs are formed in the Russian language for younger students:

Ability to set goals and plan;

Search and selection of relevant information and assimilation of the necessary language knowledge;

Practical use school knowledge in various, including non-standard, situations;

Self-analysis and reflection;

Development of communicative competence.

All this contributes to the formation of a functionally literate language personality of a younger student and an increase in its level.

Conclusion

The universal learning activities of junior schoolchildren in the Russian language are formed not only in class activities, but also in extracurricular activities, using various forms and methods.

In this work, the following tasks were solved:

1. The characteristic of UUD is given, their types and functions are considered:

universal educational activities were defined by the second generation of the Federal State Educational Standards and have been included in the educational activities of the school since 2009. The content section of the main educational program of each stage of general education in the school should include a program for the development of universal educational activities. There are 4 types of universal learning activities: personal, cognitive, communicative, regulatory;

2. The extracurricular activities of younger schoolchildren in the Russian language are considered as a means of forming universal educational activities with an example of the work of the “Young Linguist” circle-laboratory, which is based on educational and research activities. This activity is aimed at personal development, the acquisition of a functional skill in the study of language as a universal way of mastering reality, the activation of a personal position, when students can independently acquire new knowledge.

Extracurricular activities in the Russian language at school pursue the same goal as the lessons of the Russian language, but its tasks are much broader. It should contribute to the development of students' independence, creative initiative, more durable and conscious assimilation of the material studied in the lesson, improve the skills of linguistic analysis, and raise the level of language development of schoolchildren. They can be successfully completed only if the specific methodological principles of its organization are observed and if its content is successfully determined. The teacher must take into account the psychological characteristics of younger students, which will help him in the future not only competently build the educational process, but also contribute to the best possible assimilation of the educational material.

List of used literature

1. Grigoriev D.V. Extracurricular activities of schoolchildren. Methodological constructor: a guide for the teacher / D.V. Grigoriev, P.V. Stepanov. – M.: Enlightenment, 2010. – 145 p.
2. Danilyuk, A.Ya. The concept of spiritual and moral development and education of the personality of a citizen of Russia. Educational edition. Series "Standards of the second generation" / A.Ya. Danilyuk, A.M. Kondakov, V.A. Tishkov. - M .: OJSC "Publishing House" Prosveshchenie ", 2009. - 455 p.
3. Ermakova, O.B. Extracurricular activities in the first grades of elementary school in accordance with the requirements of the Federal State Educational Standard / O. B. Ermakova // Pedagogical technologies. - 2012. - No. 2. - P. 3-8
4. Entertaining grammar / Comp. E.G. Burlakov, I.N. Prokopenko. - Donetsk: PKF "BAO", 1997. - 512 p.
5. How to design universal learning activities in elementary school: from action to thought: a teacher's guide / [A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others]; ed. A.G. Asmolova - M .: Education, 2008
6. Kolosova, M.V. Formation of universal educational actions of younger schoolchildren in extracurricular activities / M.V. Kolosova // Management of the quality of education: theory and practice of effective administration. - 2015. No. 2. - P. 69 - 75
7. Merkulova, T. The universal learning action "comparison" is a simple task with difficult decision/ T. Merkulova // Primary school. - 2013. - No. 12. P. 49 - 51
8. Pavlova, V.V. Diagnostic qualities of cognitive universal educational actions in elementary school / V.V. Pavlova // Primary school. - 2011. - No. 5. - P. 26 -31
9. Podlasy, I.P. Pedagogy of elementary school: a textbook for students of pedagogical colleges / I.P. Sneaky. - Moscow: VLADOS, 2000. - 399 p.
10. Approximate basic educational program educational institution. Primary school / comp. E. S. Savinov - M .: OJSC Prosveshchenie, 2010. - 191 p.
11. Problems and prospects for the implementation of the GEF in educational organization: [at 6 o'clock] / Region. autonomous educational institution of environments. prof. education Astrakhan Social and Pedagogical College. - Astrakhan: Publishing house of OAO SPO ASPK, 2014. - 99 p.
12. Solomatina, L.S. Teaching the creation of written texts of various types in the context of the transition to the Federal State Educational Standard of Primary General Education / L.S. Solomatina // Primary school. - 2010. - P.14 -22
13. Trubaichuk, L.V. Extracurricular activities in the Russian language as a means of forming the functional language literacy of younger schoolchildren / L.V. Trubaychuk // Primary school plus before and after. - 2013. - No. 7. - P. 78-81
14. GEF in the practice of elementary school work: / Regional Autonomous Educational Institution "Astrakhan Social and Pedagogical College". - Astrakhan, 2014. - 66 p.
15. Formation of universal educational activities in basic school: from action to thought. Task system: teacher's guide / [A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others]; ed. A.G. Asmolov. – M.: Enlightenment, 2010. – 433 p.
16. Kutiev V. O. Extracurricular activities of schoolchildren. - M., 2003. -152 p.
17. D.V. Grigoriev, P. V. Stepanov: Extracurricular activities of schoolchildren. methodical constructor. M.: Enlightenment, 2011.- 224 p.
18. Kazarenkov V.I. The relationship between classroom and extracurricular activities of schoolchildren. // Pedagogy. - 2003. - No. 3. -127 p.
19. Kovalev V.I. The book of N. M. Shansky at the lessons and extracurricular activities in the Russian language//РЯШ. - 2003. - No. 3. – P.29.

Appendix 1

Model for organizing extracurricular activities

Annex 2

Map of achievement of personal and meta-subject results in the first grade

Appendix 3

The use of activity-type technologies for the formation certain types UUD:

Cognitive UUD: Technology of problem learning.

Technology for the development of critical thinking through reading and writing.

Technology of educational research A.I. Savenkova

Regulatory UUD: Technology of the activity method of teaching.

project method.

Communicative UUD: Technology of the activity method of teaching.

project method.

1 "On the Approval and Enactment of the Federal State educational standard primary general education ": Order of October 6, 2009 No. 373 // Bulletin of normative acts of federal executive bodies of March 22, 2010 - N 12

2 Pavlova, V.V. Diagnostic qualities of cognitive universal educational actions in elementary school / V.V. Pavlova // Primary school. - 2011. - No. 5. - P. 29

3 "On approval and implementation of the federal state educational standard of primary general education": Order of October 6, 2009 No. 373 // Bulletin of normative acts of federal executive authorities of March 22, 2010 - No. 12

4 "On approval and implementation of the federal state educational standard of primary general education": Order of October 6, 2009 No. 373 // Bulletin of normative acts of federal executive authorities of March 22, 2010 - No. 12

5 "On approval and implementation of the federal state educational standard of primary general education": Order of October 6, 2009 No. 373 // Bulletin of normative acts of federal executive authorities of March 22, 2010 - No. 12

6 Kolosova, M.V. Formation of universal educational actions of younger schoolchildren in extracurricular activities / M.V. Kolosova // Management of the quality of education: theory and practice of effective administration. - 2015. No. 2. - P. 70

7 Kolosova, M.V. Formation of universal educational actions of younger schoolchildren in extracurricular activities / M.V. Kolosova // Management of the quality of education: theory and practice of effective administration. - 2015. No. 2. - P. 73

8 "On approval and implementation of the federal state educational standard of primary general education": Order of October 6, 2009 No. 373 // Bulletin of normative acts of federal executive authorities of March 22, 2010 - No. 12

9 Approximate basic educational program of an educational institution. Primary school / comp. E. S. Savinov - M .: OJSC Education, 2010. - P. 31

10 Solomatina, L.S. Teaching the creation of written texts of various types in the context of the transition to the Federal State Educational Standard of Primary General Education / L.S. Solomatina // Primary school. - 2010. - P. 19

11 Approximate basic educational program of an educational institution. Primary school / comp. E. S. Savinov - M .: OJSC Education, 2010. - P. 39

12 Trubaichuk, L.V. Extracurricular activities in the Russian language as a means of forming the functional language literacy of younger schoolchildren / L.V. Trubaychuk // Primary school plus before and after. - 2013. - No. 7. - P. 78

13 Entertaining grammar / Comp. E.G. Burlakov, I.N. Prokopenko. - Donetsk: PKF "BAO", 1997. - S. 187

14 Entertaining grammar / Comp. E.G. Burlakov, I.N. Prokopenko. - Donetsk: PKF "BAO", 1997. - P. 189

15 Trubaichuk, L.V. Extracurricular activities in the Russian language as a means of forming the functional language literacy of younger schoolchildren / L.V. Trubaychuk // Primary school plus before and after. - 2013. - No. 7. - P. 80

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A.A. VOLKOVA

Primary school teacher

FORMATION OF PERSONAL UNIVERSAL LEARNING ACTIONS in extracurricular activities.

Currently, the information society requires a person who is ready for independent action and decision-making. The tasks of the school are: “teach to learn”, “teach to live”, “teach to live together”, “teach to work and earn” (from the UNESCO report “Into the New Millennium”).

Primary education today should ensure the development of cognitive motivation and interests of students, form the foundations of moral behavior that determines the relationship of the individual with society and other people. A feature of the content of modern primary education is the formation of universal educational activities in personal, communicative, cognitive, regulatory spheres that provide the ability to organize independent activity. Universal learning activities are generalized actions that open up the possibility of a broad orientation of students, both in various subject areas and in the structure of the learning activity itself, including students' awareness of its target orientation, value-semantic and operational characteristics.

Let us dwell on one of the types of universal learning activities - personal. When entering school, personal universal learning activities determine individual readiness for schooling, as well as an idea of ​​​​oneself, knowledge of who I am, what qualities I have, what is priority for me, what is most important. In other words:

– what is good in me and what is bad (personal qualities, character traits);

What do I want (what goals do I set);

– what can I do (the idea of ​​my capabilities);

– what I do with pleasure and what I don’t (what motives do I pursue);

– what I do well and what not (my results, the most notable achievements).

One of the components is the development of self-esteem, which is necessary as a basic component and must be formed when entering school. On a personal level, it is important to understand what gender group you belong to, about the family role, about the social role and accepting these roles. Awareness of ethnicity and cultural identity, the formation of the foundations of civic identity: a sense of belonging to the affairs of the country, pride in their homeland, their people, the history of their country.

At the stage primary education the development of personal universal learning activities occurs in extracurricular activities. Separate part curriculum consists of extracurricular activities carried out in the afternoon.

Municipal budgetary educational institution "Secondary school No. 2 of the city of Krasnoarmeysk

Saratov region named after the Hero Soviet Union Dancerova G.V."

Formation of universal educational activities in extracurricular activities

Completed by: Alekseeva Larisa Valerievna,

primary school teacher

highest qualification category

Krasnoarmeysk 2016

Formation of UUD in extracurricular activities

Universal learning activities are generalized activities that open up the possibility of a broad orientation of students, both in various subject areas and in extracurricular activities.

Why is primary school given Special attention extracurricular activities? At this time, the child takes his first steps in determining his personal interests, looking for himself in society. The school, together with parents, should help him solve this problem, give him the opportunity to try himself in various spheres of life.

For the organization of extracurricular activities, forms other than training sessions can be used:

• Optional

  Conference

  Competition

• Spectacle

  Excursion

  Other forms

The formation of universal educational actions: personal, regulatory, cognitive and communicative - in the educational process is carried out in the context of the assimilation of various educational subjects, in extracurricular activities through circle, educational work.

Extracurricular activities help children to feel their uniqueness and relevance. In elementary school, children are actively involved in general classes. During this period, an intensive establishment of friendly contacts takes place.

From the first year of study, children take an active part in the preparation and holding of literary quizzes, sports games, concerts, festive events, class hours, Olympiad.

When preparing and holding such events, children learn to listen and hear each other, express their opinion and listen to the opinion of another person, fully and accurately express their thoughts, develop oratorical and acting skills, they develop speech, vocabulary is enriched.

The work of the "Theatrical" circle helps me to develop and form universal learning activities among students.

a brief description of theatrical circle

Classes in the technique of speech provide an opportunity to develop speech apparatus learn to speak correctly and beautifully. Stage movement classes are aimed at gaining control over your body.

The development of communication skills - the ability to clearly express one's thoughts and feelings, the ability to understand other people. The development of basic mental functions - attention and memory. Overcoming fear of public speaking. The development of the imagination. Opportunity for self-expression.

By means of subjects of the Russian language and literature, skills are formed: to determine the main idea and heroes of a work, to conduct a dialogue in various situations, to work with a word, to navigate the moral content of what is read, to draw conclusions, to collectively discuss what has been read, to read by roles, to work in groups, creating dramatizations, scripts, projects. Children learn to evaluate the positions of characters, the positions of the author of a literary text, master the means artistic expressiveness. In the classes of the theater circle, we develop these skills and bring them to the level of creativity. The children get the opportunity to put into practice what they have learned in the classroom, there is a formation of universal educational activities, namely the ability and readiness for cooperation, self-development.

UUD contribute to the harmonious development of the child's personality in any area of ​​his activity, including extracurricular activities. What is seen and heard, as well as performed by the children themselves, expands their horizons, creates a friendly atmosphere conducive to the development of speech, the ability to conduct a dialogue and convey their impressions, which is especially necessary today, when the speech of our children is scarce and inexpressive.

In addition to aesthetic education, the theater carries the possibility of pedagogical education. The child becomes not only a spectator, but also a creator, taking an active part in creating the performance: playing a role, making scenery. Playing the role of a character endowed with certain negative traits, the child can notice them in himself and learns to overcome them or, on the contrary, cultivate positive traits. Therefore, plays and fairy tales are selected, where you can laugh together and overcome laziness, fears, painful shyness of the child and self-doubt.

Classes in the theater circle help the guys:

Show your talent.

Ask, be interested in the opinions of others and express your own;

Compare different points of view before making a decision or making a choice,

Raising the creative individuality of the child,

Development of interest in the art of theater and acting,

Mastering vocal-choral and musical-rhythmic components of musical and stage activity by children;

The accumulation of a certain baggage of figurative actions necessary for the child to initially express his personal attitude to music,

Awakening feelings of empathy for the embodied image,

In the classroom, students derive the simplest rules for working in pairs, groups, and, most importantly, gain experience in working together.

full attention to a classmate;

serious attitude to the thoughts, feelings of others;

tolerance, friendliness;

no one has the right to laugh at the mistakes of a comrade, because everyone has "the right to make a mistake ».

At each of the classes of the theater circle, the following universal educational activities are formed:

- cognitive- ability to solve problems and tasks;

We determine the topic of the lesson, set goals, learn to work according to the algorithm, exercise control and self-control - this is the formation regulatory UUD,

The ability to work in a group, in a team, the ability to negotiate, hear and understand a partner is the formation communicative UUD,

I would especially like to dwell on communicative UUD. The development of communicative universal educational activities in a younger student "is topical issue, the solution of which is important, both for each individual and for society as a whole. Society is inconceivable without communication. Communication involves the transfer of information. Communication, according to psychologists, is the ability and skills of communicating with people on which the success of people depends. different ages, education, different levels of culture and psychological development.

It is in the sphere of communication that a person realizes both his professional and personal plans.

Therefore, communication skills are the key to the success of the student.

Speaking to classmates, receiving a positive assessment from classmates, the guys also assert themselves, gaining confidence in themselves and their abilities, all this allows us to talk about the formation personal UUD.

Thus, UUD is an integral system in which interrelated types of actions can be distinguished:

communicative- providing social competence,

cognitive- general educational, logical, related to problem solving,

personal- defining motivational orientation,

regulatory- ensuring the organization of their own activities.

The formation of UUD is a purposeful, systemic process, which is realized through extracurricular activities. It is quite obvious that there is no strict gradation for the formation of a certain type of UUD in the course of the work of the circle, and cannot be. However, a shift in emphasis is possible. At the end of my speech, I want to conclude that the formation of universal educational activities is an integral part of the educational process and extracurricular activities. The main thing in the work of a teacher is to find such methods of work that will allow the most effective use of the potential of extracurricular activities in the formation of the ability to learn.

Formation personal learning activities (PLE)

in extracurricular activities

Makarova L.I.

Primary school teacher MBOU "Secondary School No. 21"

One of the priority tasks of primary education is the task of “teaching to learn”. This means that the school must teach children ways of learning activities that ensure a successful learning process. A feature of the content of modern primary education is the formation of universal educational activities (personal, communicative, cognitive, regulatory), providing the ability to organize independent learning activities. Primary education today is the foundation for the formation of educational activities of the child. It is the initial stage of schooling that should teach to correlate actions and events with accepted ethical principles, moral norms. To teach to be aware of their difficulties and strive to overcome them, to master new activities, to participate in the creative, creative process. In my speech, I would like to talk about one of the aspects of the formation of personal UUD, the essence of which lies not only in the readiness of the child to study at school, but also in the awareness of himself as a student. The child must learn to understand “what is good and what is bad”, to emotionally evaluate events. At the same time, the child learns to perform different social roles: student, classmate, pedestrian, interlocutor, citizen, and others. One of the effective methods for the formation of personal UUD is extracurricular activities and extracurricular activities.

It is necessary for younger students to form personal universal learning activities, which include three main blocks:

1 block: self-determination - the formation of the internal position of the student - the acceptance and development of a new social role of the student; the formation of the foundations of the Russian civil identity of the individual as a sense of pride in their homeland, people, history and awareness of their ethnicity; development of self-esteem and the ability to adequately assess oneself and one's achievements, to see the strengths and weaknesses of one's personality;

those. positive attitude towards learning , to cognitive activity, the desire to acquire new knowledge, skills, improve existing ones,

2 block: meaning formation - the search for and establishment of a personal meaning (i.e., “meaning for oneself”) of a teaching 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 striving to bridge this gap;

3 block moral and ethical assessment- the line of moral development of a competent person. Personal UUD provide the development of the ability to correlate their actions with generally accepted ethical and moral standards, the ability to evaluate their behavior and actions, understanding of moral standards: mutual assistance, truthfulness, honesty, responsibility, installation on a healthy and safe lifestyle, including in information activities.

It is necessary to learn to evaluate and explain simple situations and unambiguous actions as “good” or “bad” from the standpoint of generally accepted moral rules, from the standpoint of the importance of caring for health and nature, to separate the assessment of an act from the assessment of the person himself, pursuit of beauty , readiness to maintain the state environment and your health.

The condition for the effective formation of personal UUD is the ability of the teacher to see in the child various aspects of his personality - not only shortcomings, but also his positive traits.

Personal UUD provide value-semantic orientation of students and orientation in social roles and interpersonal relationships.

This raises the question: How to form personal UUD in extracurricular activities and is it possible?

For this you need:

Creating optimal conditions for each student.

Giving children the right to choose.

Instilling self-management skills (in the third grade, children are able to assemble a sports team, choose a captain, add or not add themselves to the team list)

Ensuring the development of positive qualities of insecure children.

Emotional stimulation of mental efforts and manifestation of creativity of students.

Instilling the spiritual traditions of our people - respect for work, creativity and creation.

Introducing children to culture. Our traditional carnival wires, congratulations to boys from girls, girls from boys. Participation in public life schools.

Creation of conditions for the formation of tolerance.

And like any activity, the activity on the formation of personal UUD should bear fruit.

What is the portrait of a student with formed personal UUD.

1. The student realizes the meaning of the teaching and understands personal responsibility for the result.

2. The student is able to make a moral choice and give a moral assessment.

3. The student understands who he is in this world, his strengths and weaknesses, as well as what he wanted to do.

4. The child has developed reflection. He already understands what he can do, what else needs to be achieved and how.

5. The child has formed motivation.

6. Adequate self-esteem has been formed.

One of the areas of extracurricular activities in our school is - sports and recreation. Today is one of the classes club "Health Lessons"Mukhina Irina Anatolyevna showed us.

The theme of the lesson is "I am the master of my health"

Objectives: To form ideas about a healthy lifestyle.

The lesson consisted of several stages, and at each of them Irina Anatolyevna developed personal UUD.

At the first stage Sense formation - children got the opportunity to evaluate specific actions in the proposed situations; explained why certain actions are evaluated in this way; there was a development of the motivation of activity and the personal meaning of the doctrine. They understand the feelings of others and empathize with them.

At the second stage- Self-determination, - children got the opportunity to independently determine and explain the meaning of the rules of behavior and hygiene common to all people; they adopted a healthy lifestyle and enriched their life experience.

At the third stage The children worked in groups. At this stage, Irina Anatolyevna developed cooperation with her peers and instilled the skills of self-government. The children were aware of personal responsibility for the result of their activities.

Children understand the role of a healthy lifestyle and the need proper nutrition; at this stage, the development of reflective self-esteem, the ability to analyze one's actions and manage them; awareness of oneself as a subject, in a holistic perception of the world around, the ability to resist actions and influences that pose a threat to life and health.

One more activitygeneral intellectual direction Petrova Olga Alekseevna showed us the course of extracurricular activities “Young clever men and clever women”.

The purpose of this circle is : development cognitive abilities students on the basis of a system of developing activities, the formation of mental operations, logical thinking, the development of cognitive interest.

This lesson was conducted in the form of the game “I want to know everything!” and at each stage, personal universal learning activities were set.

At the first stage-Self-determination to activity Olga Alekseevna formed a positive attitude to learning, to cognitive activity;

At the stage updating knowledge, and it was a blitz tournament, the teacher wanted the children to define the boundaries of their own knowledge and ignorance and show a desire to take part in the game.

Then they worked on the topic of the lesson in groups. At this stage, Olga Alekseevna developed cooperation with her peers and instilled the skills of self-government. The guys were aware of personal responsibility for the result of their activities and associated their successes with efforts and diligence.

At the stage of the outcome of the lesson and reflection there is a development of reflective self-esteem, the ability to analyze one's actions and manage them; Throughout the lesson, the children expressed a positive attitude towards the process of cognition: they showed attention, tolerance for each other, and a desire to learn more.

Occupation of the same direction showed Novikova Svetlana Petrovna in the course of extracurricular activities "Visual geometry"

Lesson topic: Geometric shapes.

Purpose: to continue working with polygons, to consolidate knowledge about a square-subset of polygons, to develop attention, imagination, speech, the ability to work with a diagram, to cultivate accuracy and a conscientious attitude to work.

In her lesson, Svetlana Petrovna also formed personal universal learning activities at each stage.

At the first stage of the lesson, she formed the personal meaning of the teaching. Desire to acquire new knowledge and improve existing ones.

At the stage of reporting the topic of the lesson

At the second stage, she developed independence and personal responsibility when working in pairs. In the situations of communication and cooperation proposed by the teacher, based on the rules of behavior common to all, make a choice. With the support of other group members and the teacher.

At the stage of the outcome of the lesson and reflection reflective self-esteem develops.

Another area of ​​extracurricular activities in our school is - spiritual and moral. Today we watched the lesson on the course mug "The ABC of Morality"Anna Alexandrovna Ostapchuk showed us.

The theme of the lesson is “Kindness works wonders!”

Goals:

using examples accessible to children's perception, explain what meaning people put in the concepts of "good" and "evil";

educate children in positive character traits;

promote team building;

motivate children to do good deeds;

to cultivate the ability to do good deeds for the benefit of other people;

to teach children to navigate social roles and interpersonal relationships;

• promote emotional, aesthetic, spiritual, moral and intellectual development.

Anna Aleksandrovna in her lesson formed the following Personal Universal Learning Actions:

orientation in moral content and sense, as own actions and the actions of the people around;

development of ethical feelings (shame, guilt, conscience) as regulators of behavior;

knowledge of basic moral standards (fair distribution, mutual assistance, truthfulness, honesty, responsibility);

Formation of moral self-esteem;

manifestation in specific situations of goodwill, trust, attentiveness, mutual assistance.

There are no grades for extracurricular activities. The absence of marks reduces anxiety and unreasonable anxiety of students, the fear of erroneous answers disappears. As a result, children develop an attitude towards these activities as a means of developing their personality.

And in conclusion, I want to say that the formation of personal UUD is only a part, albeit a very important one, but part of the formation modern man. And personal UUD is part of an open system that is subject to the demands of society and the influence of time. Maybe after some time we will need to reconsider this position. But at the moment, the formation of personal universal educational activities is a necessity, a need of modern society.