Systematic activity approach presentation. "System-activity approach to teaching mathematics", presentation

“The great goal of education is not knowledge, but action.” Herbert Spencer System-activity approach in education Vladimir Institute for Educational Development named after L.I. Novikova 2015 I hear and I forget, I see and I remember I do and I understand. Confucius

Subject experience in obtaining, transforming and applying subject knowledge; a knowledge system is the basis of the scientific picture of the world. Meta-subject universal educational actions (cognitive, regulatory and communicative) are the basis of the ability to learn; interdisciplinary concepts; Personal value-meaning. installation of a personal position, social competence, the foundations of Russian and civic identity, self-development, motivation Federal State Educational Standards: a new educational result The mission of the school is to educate a citizen of Russia: highly moral, creative, competent, successful, aware of responsibility for the present and future of his country, who meets the requirements of the information society , innovative economy, the tasks of building a democratic civil society based on tolerance, dialogue of cultures and respect for the multinational, multicultural and multi-confessional composition of Russian society EDUCATIONAL RESULTS

ALL EDUCATIONAL INFLUENCES ON THE STUDENT, THE WHOLE SYSTEM OF RELATIONS WITHIN THE SCHOOL NEW EDUCATIONAL RESULT PERSONAL Ability to evaluate one’s own and others’ actions, desire for creative activity COGNITIVE Ability to obtain, transform and present information COMMUNICATIVE Ability to convey one’s position, understand others, agreement to do something together REGULATORY Ability to organize your affairs: set a goal, plan, obtain and evaluate results

School of “comfortable self-development” Learning process What is assessed and how? Extracurricular life Relationships: teachers-children-parents Requirements for teachers and children School design For a teacher - patience and love for children. Children are accepted as they are. Goal: disclosure of each Means - personality-oriented Informal communication incl. in the classroom, active forms The predominance of positive assessments for ANY activity, up to the refusal of grades First of all - children's work Friendly relationships that do not depend on academic success, active participation of parents A large number of different clubs, sections, trips, etc. Results according to the Federal State Educational Standard: Regulatory - independence, Cognitive - from high to low, Communicative - sociable, able to negotiate, interact with different people Personal - positive attitude towards the world, motivation, love of freedom, fairness.

The main pedagogical task is to create and organize conditions that initiate children's action. How to teach? updating teaching aids Why teach? Values of education What to teach? Updating the content System-activity approach Vector of shifting emphasis of the new standard The main result is the development of the child’s personality based on educational activities, the formation of universal methods of action

The concept of learning through activity was proposed by the American scientist D. Dewey. The main principles of his system: taking into account the interests of students; learning through teaching thought and action; cognition and knowledge are a consequence of overcoming difficulties; free creative work and cooperation

The activity-based approach to learning presupposes: the presence in children of a cognitive motive (the desire to know, discover, learn) and a specific educational goal (understanding of what exactly needs to be found out, mastered); “Before introducing new knowledge, it is necessary to create a situation... of the need for its emergence.” (G.A. Tsukerman)

Students perform certain actions to acquire missing knowledge; G.A. Zuckerman: “Do not introduce knowledge in a ready-made form. Even if there is no way to lead children to discover something new, there is always the opportunity to create a situation of search…” identifying and mastering by students a method of action that allows them to consciously apply acquired knowledge; N.F. Talyzina, “the main feature of the assimilation process is its activity: knowledge can be transferred only when the student takes it, that is, performs... some actions with it. In other words, the process of acquiring knowledge is always the performance of certain cognitive actions by students.”

In life we constantly have to solve problems! Does school teach this? Structure of a traditional lesson 1. The teacher checks the students' homework 2. The teacher announces a new topic 3. The teacher explains the new topic 4. The teacher organizes the students' consolidation of knowledge Solving problems in life 1. Life puts us in a situation of difficulty. We formulate a goal: “What do we want to achieve?” 2. We consider solution options and determine whether knowledge and skills are sufficient. 3. We try to solve the problem (if necessary, obtaining new knowledge) 4. Having received the result, we compare it with the goal. We conclude whether we achieved our goal or not.

Traditional lesson 1. Checking students' homework by the teacher 2. Announcing the topic by the teacher 3. Explaining the topic by the teacher 4. Consolidating knowledge by students Problem-dialogic lesson 1. Creating a problem situation by the teacher and formulating the problem by students 2. Students updating their knowledge 3. Finding a solution to the problem students 4. Expression of solutions, 5. Application of knowledge by students Problem-dialogue technology (since 1999) Goal - to teach independent problem solving Means - discovery of knowledge together with children Textbooks Submission of materials

3) After reading the text - reflective reading, conceptual. questions. Result: understanding the author's meaning, adjusting your interpretation 2) While reading the text - studying reading (including dialogue with the author, reading subtext). Result: interpretation of the text 1) before reading the text - skimming reading Result: anticipation of reading, creating a motive for reading Technology of productive reading (since 1999) Goal - understanding of texts Means - three stages of working with any text: Texts of textbooks of all subjects with subtext, intriguing names, etc.

Technology for assessing educational success (mini) Traditions of assessment WHAT: knowledge - with a mark (sign in a certain system) WHO: Teacher TO educational success WHAT: solving problems - assessment + mark WHO: Student (self-assessment) and Teacher in dialogue + 5 more rules - see . more details in the manuals Assessment in life WHAT: How problems were solved = assessment (qualitative characteristics) WHO: We ourselves - based on the results of the activity

WHAT? All! But the mark is for solving the problem WHO? Student + Teacher in dialogue HOW MUCH? One task - one mark WHERE? In the table of skill requirements WHEN? Current - optional, thematic - required (+ right to retake) HOW? According to the criteria of success levels (with translation into any type of marks) TOTAL? Average for the training module 7 rules of technology: EVALUATE mini max

Conditions for the development of UUD goal methodology text Transfer of ready-made knowledge Explain everything so that the student remembers and retells the knowledge Reproductive questions - repetition and memorization of other people's thoughts Must be excluded Must be strived Developing skills in applying knowledge Teacher-director. The student himself discovers new knowledge through the content of the teaching materials. Productive tasks - obtaining a new product - your conclusion, evaluation. Application of knowledge in new conditions. Transfer of knowledge.

The educational process in the activity-based learning model represents: 1. interaction, the teacher is the organizer of educational, collectively distributed activities of students, an equal participant in the dialogue. 2. solving communication (problem) problems. Principles of activity-based pedagogy 1) The principle of activity is that the student, receiving knowledge not in a ready-made form, but obtaining it himself, is aware of the content and forms of his educational activity, understands and accepts the system of its norms, and actively participates in their improvement. 2) The principle of continuity - means continuity between all levels and stages of education at the level of technology, content and methods, taking into account the age-related psychological characteristics of children’s development. 3) The principle of integrity - involves the formation by students of a generalized systemic understanding of the world (nature, society, oneself, the sociocultural world and the world of activity, the role and place of each science in the system of sciences).

4) The minimax principle is as follows: the school must offer the student the opportunity to master the content of education at the maximum level for him (determined by the zone of proximal development of the age group) and at the same time ensure its mastery at the level of a socially safe minimum (state standard of knowledge). 5) The principle of psychological comfort - involves the removal of all stress from the formative factors of the educational process, the creation of a friendly atmosphere at school and in the classroom, focused on the implementation of the ideas of cooperation pedagogy, and the development of dialogue forms of communication. 6) The principle of variability - involves students developing the ability to systematically enumerate options and make adequate decisions in situations of choice. 7) The principle of creativity - means maximum focus on creativity in the educational process, the acquisition by students of their own experience of creative activity.

Educational spaces of activity technology Lesson (collective action) - a place for solving a system of educational tasks Educational lesson - a place for group work to find the causes of errors and ways to eliminate them Lesson - workshop - a place for individual correction of students’ actions Lesson - consultation - a place for “smart” questions (defining boundaries knowledge and ignorance of the child at his request) Lesson - presentation - place for presenting the achievements of students (the result of their independent homework)

Typology of lessons by A.K. Dusavitsky. The type of lesson determines the formation of one or another educational action in the structure of educational activity. Lesson on setting an educational task. Lesson on solving an educational problem. Lesson on modeling and model transformation. A lesson in solving particular problems using the open method. Lesson on control and evaluation.

Typology of lessons in the didactic system of the activity method "School 2000..." Activity-oriented lessons on goal setting can be divided into four groups: lessons in the “discovery” of new knowledge; reflection lessons; lessons of general methodological orientation; lessons of developmental control.

The lesson should have a creative title (aphorism, catchphrase) “Highlight” of the lesson. Each lesson should contain something that will cause surprise, amazement, delight of students, something that will be remembered and not forgotten: an interesting fact, an unexpected discovery, a non-standard approach. Unusual requirements for the lesson

Determined in the final result; -commensurable, i.e. can be tested at different levels of learning; -real and corresponding to the capabilities of the student and teacher; -incentive, i.e. puts all subjects of activity in a state of success; - motivating to achieve results. What should be the purpose of the lesson?

Technological map of the lesson Title of the lesson topic. The planned results are personal, meta-subject, subject. The type of lesson that determines the technology for studying the specified topic. A description of the content for each stage of the lesson, the activities of students, the activities of the teacher and the meta-subject results towards which this or that task is aimed.

II Updating of knowledge 5) Organize the updating of the studied methods of action, sufficient for the problematic presentation of new knowledge. 2) Update the mental operations necessary for the problematic presentation of new knowledge. 3) Organize recording of difficulties in students’ performance of an individual task or in justifying it.

III Problem explanation of new knowledge 1) Record the cause of the difficulty. 2) Formulate and agree on the goals of the lesson. 3) Organize clarification and agreement on the topic of the lesson. 4) Organize a leading or stimulating dialogue on a problematic explanation of new knowledge. 5) Organize the use of objective actions with models, diagrams, formulas, properties, etc. 6) Correlate new knowledge with the rule in the textbook 7) Organize recording of overcoming difficulties.

V Independent work with self-test 5) Organize students’ independent completion of standard tasks for a new method of action. 2) Organize a self-test of independent work. 3) Based on the results of independent work, organize the identification and correction of mistakes. 4) Based on the results of independent work, create a situation of success.

VI Incorporating new knowledge into the knowledge system and repetition 5) Organize the identification of types of tasks where it is possible to use a new method of action. 2) Organize the repetition of educational content necessary to ensure meaningful continuity.

VII Lesson summary 1) Organize recording of new content learned in the lesson. 2) Organize recording of the degree of correspondence between the results of activities in the lesson and the set goal. 3) Organize self-assessment of students’ work in class. 4) Based on the results of the analysis of work in the lesson, fix the directions for future activities. 5) Organize a discussion and recording of homework.

Reflection lesson. Activity goal: developing in students the ability to identify the causes of difficulties and correct their own actions. Content goal: consolidation and, if necessary, correction of the learned methods of action - concepts, algorithms, etc.

Structure of a reflection lesson using the technology of the activity method 1. Self-determination for activity. The teacher formulates the purpose of the lesson and establishes a thematic framework for the repeated content. This includes an emotional component based on the positive experience of past lessons.

2. Updating knowledge. 1) The repetition of the used methods of action (norms), concepts, algorithms (rules), properties is organized with the fixation of the corresponding standards. 2) Independent work is carried out (in the form of individual activity), which ends with students self-testing using a ready-made sample of their work and recording errors.

3. Localization of difficulties (a stage similar to setting a learning task). Students who have made mistakes analyze the solution and record in their speech which methods of action (norms) require clarification. Students who have not made mistakes at this and subsequent stages perform tasks at a creative level or act as consultants.

4. Construction of a project for overcoming difficulties (a stage similar to the stage of “discovering” new knowledge). By step-by-step applying standards that correspond to fixed methods of action (norms), students identify what exactly the errors are (place in the algorithm, sign of a concept, etc.) and correct them based on the correct application of standards.

6. Independent work with self-test according to the standard. Each student selects only those tasks from among those proposed in which he made mistakes, solves them, then performs a self-test against the standard, compares his solution with a ready-made sample and records the result of the activity.

7. Inclusion in the knowledge system and repetition. If the result of the activity at the previous stage is positive, students complete tasks in which the considered methods of action (norms) are connected with those previously studied and with each other, as well as tasks to prepare for the study of the following topics. If negative, students repeat the previous step for another option (individually or together with a consultant).

8. Reflection on activity (lesson summary). Students analyze where and why mistakes were made, how they were corrected, pronounce the methods of action (norms) that caused difficulty, and evaluate their activities in the lesson. At the end, students record the degree of compliance with the set goal and the results of the activity, and outline the goals of subsequent activities.

Lesson on systematization of knowledge (general methodological orientation) Activity goal: developing in students the ability to structure and systematize the subject content being studied and the ability to perform educational activities. Content goal: identifying the theoretical foundations for the development of content and methodological lines of the school course and constructing generalized norms of educational activity.

A distinctive feature of methodologically oriented lessons from traditional lessons of generalization and systematization of knowledge is that, along with the factual statement and listing of the properties of the studied concept in a certain system, the principle of mastering the studied methods of action in a given sequence is revealed. Example lesson:

Thus, these lessons organize students’ understanding and construction of norms and methods of educational activities, self-control and self-esteem, and reflexive self-organization. These lessons are supra-subject and are conducted outside the framework of any subject during class hours, extracurricular activities or other specially designated lessons in accordance with the structure of the activity method technology.

Developmental control lessons involve two stages: 1) conducting a test; 2) analysis of the test work. These stages are carried out in two lessons. Developmental control lessons involve writing a test or independent work and its reflective analysis. Therefore, in their structure, in the methods of preparation and delivery, these lessons resemble reflection lessons. However, these types of lessons have some significant differences.

In developmental control lessons, in contrast to reflection lessons, when conducting tests, the emphasis is placed, first of all, on agreeing on the criteria for assessing the results of educational activities, their application and recording the obtained comparison result in the form of a mark. Thus, a distinctive feature of developmental control lessons is their compliance with the established structure of “managerial”, criterion-based control. Since these lessons summarize the study of a significant amount of material, the content of the tests is 2-3 times larger than the usual independent work offered in reflection lessons. That's why they are carried out in two stages.

Developmental control lessons have the following structure: 1) the stage of motivation (self-determination) for control and correctional activities; 2) stage of updating and trial educational action; 3) stage of localization of individual difficulties; 4) the stage of constructing a project to correct the identified difficulties; 5) stage of implementation of the constructed project; 6) the stage of generalizing difficulties in external speech; 7) stage of independent work with self-test according to the standard; 8) stage of solving creative level tasks; 9) stage of reflection of control and correction activities.

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System-activity approach in the educational process as a methodological basis for the implementation of the Federal State Educational Standard for basic general education Municipal budgetary educational institution of the city of Irkutsk Lyceum No. 3 Thematic teachers' council February 21, 2012 O.A. Ovchinnikova, deputy director for research and development

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Objective To consider the technology of the activity method as the basis for the formation of educational activities in the standards of the new generation *

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The main pedagogical task is to create and organize conditions that initiate children's action. How to teach? updating teaching aids Why teach? values of education What to teach? updating the content System-activity approach Vector of shifting emphasis of the new standard The main result is the development of the child’s personality on the basis of universal educational actions, the formation of universal methods of action *

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HOW TO OBTAIN A NEW EDUCATIONAL RESULT? Traditional view: The main task of the school is to provide good, solid KNOWLEDGE of the Federal State Educational Standard A change in the educational paradigm. Instead of transferring the sum of knowledge - DEVELOPMENT of the student’s personality based on mastering methods of activity *

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Does LIFE require a new job with educational content? The amount of information in the world doubles every 10 years. The ability to select the main thing in a sea of information is required. THIS IS CONTRADICTED BY TRADITIONAL MASS PERCEPTION: everything that is in the textbook must be taught from cover to cover, all tasks must be completed. Mobile phone functions. A selection of goods in a store. Searching for vacancies on the Internet. leisure, information, etc. Instructions for new equipment *

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The system-activity approach is aimed at personal development. I hear - I forget, I see - I remember, I do - I assimilate Chinese wisdom. A mediocre teacher expounds. A good teacher explains. An outstanding teacher shows. Great Teacher Inspires William A. Ward*

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Main types of universal educational actions Personal Regulatory Cognitive Communicative *

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The system-activity approach contributes to the formation of key competencies of students *

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The system-activity approach involves the education and development of personality traits that meet the requirements of the information society; transition to a strategy of social design and construction in the education system based on the development of educational content and technologies; focus on educational results (development of the student’s personality based on educational learning); recognition of the decisive role of the content of education, methods of organizing educational activities and interaction between participants in the educational process; taking into account the age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication to determine the goals of education and ways to achieve them; *

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The system-activity approach involves ensuring the continuity of preschool, primary general, basic and secondary (complete) general education; a variety of organizational forms and taking into account the individual characteristics of each student (including gifted children and children with disabilities), ensuring the growth of creative potential and cognitive motives; guarantee of achieving the planned results of mastering the basic educational program of basic general education, which creates the basis for students’ independent successful acquisition of knowledge, skills, competencies, types, methods of activity. *

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I'm being taught I'm learning! The activity approach is a teaching method in which the child does not receive knowledge in a ready-made form, but obtains it himself in the process of his own educational and cognitive activity.

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Implementation of activity method technology in practical teaching Principle of activity Principle of continuity Principle of integrity Principle of minimax Principle of psychological comfort System of didactic principles Principle of variability Principle of creativity *

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Traditional teaching Innovative teaching (ILT) The purpose of education is the assimilation of knowledge, skills, abilities The purpose of school education is to teach learning Isolated from life, the study of the system of scientific concepts that make up the content of an academic subject Inclusion of the content of education in the context of students solving life problems Orientation to the educational subject content of school subjects Understanding of learning as a process of education and the generation of meanings Spontaneous learning activities of the student Strategy for the purposeful organization of learning activities Individual form of knowledge acquisition Recognition of the decisive role of educational cooperation in achieving learning goals

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Activity-based approach to lessons Participation in project activities, mastery of research techniques Involvement of students in game, evaluation and discussion, reflective, project activities Modeling and analysis of life situations in the classroom Use of active and interactive techniques *

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Questions 1. Scientific foundations of the system-activity approach in education. 2. The main ideas of the system-activity approach in accordance with the Federal State Educational Standard. 3. Conditions for the implementation of the system-activity approach. 4. Technology for implementing the activity approach (L.G. Peterson).

1. Scientific foundations of the system-activity approach The cultural-historical system-activity approach is based on the theoretical principles of the concept of L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, P.Ya. Galperin, revealing the basic psychological patterns of the learning process and education, the structure of students’ educational activities, taking into account the general patterns of ontogenetic age development of children and adolescents. The concept of a system-activity approach was introduced into domestic science in 1985.

Scientific foundations of the system-activity approach In the system-activity approach, the category of “activity” occupies one of the key places, and activity itself is considered as a kind of system. Activity is a specifically human form of active relationship to the surrounding world, the content of which is its purposeful change and transformation. Activity is a person’s way of existence, a way of manifesting his subject position. (Philosophical Dictionary). Activity, including socially leading activity, is always a purposeful system, a system aimed at results. The result is a system-forming factor of activity (A.G. Asmolov).

Scientific foundations of the system-activity approach There are three types of activity that differ in their attitude to the norm (the ABC of activity theory, developed in the methodology of O.S. Anisimov, A.A. Derkach, G.P. Shchedrovitsky, etc.): self-determination, norm-realization, rule-making .

Scientific foundations of the system-activity approach Self-determination involves correlating the proposed norm of activity with the current level of abilities and value system. Norm implementation (performing activity) involves the reproduction of a known norm of activity, its result is a transformed product. Rule-making (managerial activity) involves the construction of a new norm of activity.

2. The main ideas of the system-activity approach to the educational process The system-activity approach focuses on: the acquisition of knowledge; on the ways of this assimilation; on patterns and ways of thinking and activity; to develop the cognitive powers and creative potential of students.

The main ideas of the system-activity approach to the educational process The activity approach is based on the position that a person’s psychological abilities are the result of the transformation of external objective activity into internal mental activity through successive transformations (N.F. Talyzina, P.Ya. Galperin).

The main ideas of the system-activity approach to the educational process The actualization of the system-activity approach is due to the fact that its consistent implementation increases the effectiveness of education in terms of the following indicators: making educational results socially and personally significant; deeper and more durable assimilation of knowledge by students, the possibility of their independent movement in the field of study; the possibility of differentiated learning while maintaining a unified structure of theoretical knowledge;

The main ideas of the system-activity approach to the educational process The actualization of the system-activity approach is due to the fact that its consistent implementation increases the effectiveness of education in the following indicators: a significant increase in the motivation and interest of students in learning at all levels of education; providing conditions for general cultural and personal development based on the formation of universal educational activities.

The main ideas of the system-activity approach to the educational process The system-activity approach assumes: the education and development of personal qualities that meet the requirements of the information society, innovative economy, the tasks of building a democratic civil society based on tolerance, dialogue of cultures and respect for the multinational, multicultural and multi-confessional composition of Russian society ;

The main ideas of the system-activity approach to the educational process The system-activity approach assumes: a transition to a strategy of social design and construction in the education system based on the development of content and educational technologies that determine the ways and means of achieving the socially desired level (result) of personal and cognitive development of students;

The main ideas of the system-activity approach to the educational process The system-activity approach presupposes: orientation to the results of education as a system-forming component of the Standard, where the development of the student’s personality based on the mastery of universal educational actions, knowledge and mastery of the world is the goal and main result of education;

The main ideas of the system-activity approach to the educational process The system-activity approach assumes: recognition of the decisive role of the content of education and methods of organizing educational activities and educational cooperation in achieving the goals of personal, social and cognitive development of students; taking into account the individual age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication to determine the goals of education and upbringing and ways to achieve them;

The main ideas of the system-activity approach to the educational process The system-activity approach assumes: ensuring the continuity of preschool, primary general, basic and secondary (complete) general education; a variety of individual educational trajectories and individual development of each student (including gifted children and children with disabilities), ensuring the growth of creative potential, cognitive motives, enrichment of forms of educational cooperation and expansion of the zone of proximal development.

The main ideas of the system-activity approach to the educational process. Signs of the effectiveness of the system-activity approach are: the presence in children of a cognitive motive and a specific educational goal; students performing certain actions to acquire missing knowledge;

The main ideas of the system-activity approach to the educational process. Signs of the effectiveness of the system-activity approach are: identification and mastery by students of a method of action that allows them to consciously apply acquired knowledge; developing in schoolchildren the ability to control their actions - both after their completion and during their course; the student’s inclusion of learning content in the context of solving significant life problems.

Principles of implementation of the system-activity approach 1) The principle of activity is that the formation of the student’s personality and his advancement in development are carried out not when he perceives ready-made knowledge, but in the process of his own activity aimed at “discovering” new knowledge for him. identifies the actor in the basic process and establishes requirements for developmental and educational learning goals;

Principles for implementing the system-activity approach 2) The principle of continuity means such an organization of training when the result of activity at each previous stage ensures the beginning of the next stage. ensures the invariance of the implemented norm;

Principles of implementation of the system-activity approach 3) The principle of a holistic view of the world means that the child must form a generalized, holistic view of the world (nature - society - himself), about the role and place of each science in the system of sciences. establishes requirements for substantive learning goals;

Principles of implementation of the system-activity approach 4) The minimax principle is that the school offers each student the content of education at the maximum (creative) level and ensures its assimilation at the level of a socially safe minimum (state knowledge standard). regulates the procedure for monitoring the achievement of educational goals;

Principles for implementing a system-activity approach 5) The principle of psychological comfort involves the removal of stress-forming factors in the educational process, the creation of a friendly atmosphere at school and in the classroom, focused on the implementation of the ideas of cooperative pedagogy. establishes requirements for organizing interaction between teacher and student.

Principles of implementation of the system-activity approach 6) The principle of variability involves the development of variable thinking in students, that is, an understanding of the possibility of various options for solving a problem, the formation of the ability to systematically enumerate options and select the optimal option. provides for the possibility of different levels of achieving goals in accordance with the self-determination of students;

Principles of implementation of the system-activity approach 7) The principle of creativity presupposes a maximum focus on creativity in the educational activities of schoolchildren, their acquisition of their own experience of creative activity. defines the boundaries of a high level of training in the subject;

Conditions for the implementation of the system-activity approach in practice An educational situation is a special unit of the educational process in which children, with the help of a teacher, discover the subject of their action, explore it, performing various educational actions, transform it, for example, reformulate it, or offer their own description, etc. .d., partially – they remember.

Conditions for implementing the system-activity approach in practice 2. Filling the content of education with a system of views, ideas, theories, key concepts and methods of basic sciences that underlie school subjects and their addition with an “activity” component.

Conditions for the implementation of the system-activity approach in practice 3. Development of universal educational actions as the basis for educational independence. UUD: personal (readiness and ability for self-determination in activities; regulatory (readiness and ability to be a subject of educational activity at each stage of its implementation); cognitive (readiness and ability for intensive mental activity, cognition, research) communicative (readiness and ability to engage in dialogue , joint activities, cooperation)

Conditions for implementing the system-activity approach in practice 4. Stimulating the student’s subjective position in class and extracurricular activities. 5. Design and practical implementation of individual educational programs. 6. Use of technologies of problem-based, project-based, dialogic learning. 7. Inclusion of students in educational and research activities. 8. Inclusion of students in social practices. 9. Inclusion of students in group work, development of cooperation skills and student self-government.

Technology for implementing the activity approach (L.G. Peterson). System of traditional education System of developmental education 1) The principle of visibility. 2) The principle of accessibility. 3) The principle of science. 4) The principle of continuity. 5) The principle of consistency. 6) The principle of conscious assimilation of knowledge. Etc. 1) Operating principle. 2) The principle of continuity. 3) The principle of a holistic view of the world. 4) Minimax principle. 5) The principle of psychological comfort. 6) The principle of variability. 7) The principle of creativity.

Technology for implementing the activity approach (L.G. Peterson). The conceptual level allows you to eliminate random conclusions and integrate the accumulated potential. The instrumental use of a complete, consistent and independent system of concepts allows us to move from the level of empirical generalization to the theoretical level. Methods of processing knowledge about the world around us, empirical generalization, theoretical development based on concepts

Technology for implementing the activity approach (L.G. Peterson). The technology includes the following stages: 1. Self-determination for activity (organizational moment). 2. Updating knowledge and fixing difficulties in activity. 3. Statement of the educational task. 4. Construction of a project for getting out of a difficulty (discovery of new knowledge by children). 5. Primary consolidation in external speech. 6. Independent work with self-test according to the standard. 7. Inclusion in the knowledge system and repetition. 8. Reflection on activity (lesson summary).

Technology for implementing the activity approach (L.G. Peterson). The integrative nature of the activity approach technology is justified by the implementation in it of the traditional approach to learning and the ideas of developmental education by P.Ya. Galperina, L.V. Zankova, V.V. Davydova and others.

Technology for implementing the activity approach (L.G. Peterson). 1. Self-determination for activity (organizational moment). At this stage, the student’s positive self-determination for activities in the lesson is organized, namely: 1) conditions are created for the emergence of an internal need for inclusion in the activity (“I want”); 2) the content area is highlighted (“I can”).

Technology for implementing the activity approach (L.G. Peterson). 2. Updating knowledge and fixing difficulties in activity. This stage involves preparing children’s thinking for design activities: 1) updating knowledge, skills and abilities sufficient to build a new way of action; 2) training of appropriate mental operations. The stage ends with the creation of a difficulty in the individual activities of students, which is recorded by them themselves.

Technology for implementing the activity approach (L.G. Peterson). 3. Statement of the educational task. At this stage, students correlate their actions with the method of action used (algorithm, concept, etc.), and on this basis they identify and record in external speech the cause of the difficulty. The teacher organizes the communicative activities of students to study the problem situation that has arisen in the form of a heuristic conversation. Completion of the stage is associated with setting a goal and formulating (or clarifying) the topic of the lesson.

Technology for implementing the activity approach (L.G. Peterson). 4. Construction of a project for getting out of the difficulty (“discovery” of new knowledge by children). At this stage, students are expected to select a method for resolving a problem situation, and, based on the chosen method, they put forward and test hypotheses. The teacher organizes the children's collective activity in the form of brainstorming (leading dialogue, stimulating dialogue, etc.). After constructing and justifying a new way of action, the new way of action is fixed in speech and symbolically in accordance with the formulations and designations accepted in the culture. At the end, it is established that the learning task has been resolved.

Technology for implementing the activity approach (L.G. Peterson). 5. Primary consolidation in external speech. Students, in the form of communicative interaction, solve standard tasks for a new method of action, pronouncing the established algorithm in external speech.

Technology for implementing the activity approach (L.G. Peterson). 6. Independent work with self-test according to the standard. When carrying out this stage, an individual form of work is used: students independently perform tasks to apply a new method of action, carry out self-tests, step by step comparing them with a model, and evaluate it themselves. The emotional focus of the stage is to organize a situation of success that facilitates the inclusion of students in further cognitive activity.

Technology for implementing the activity approach (L.G. Peterson). 7. Inclusion in the knowledge system and repetition. At this stage, new knowledge is included in the knowledge system. If necessary, tasks are performed to train previously studied algorithms and prepare for the introduction of new knowledge in subsequent lessons.

Technology for implementing the activity approach (L.G. Peterson). 8. Reflection on activity (lesson summary). At this stage, students’ self-assessment of activities in the lesson is organized. Finally, the degree of compliance with the set goal and performance results is recorded and goals for subsequent activities are outlined.

Positions for analysis Group decision 1. What is the main idea of the system-activity approach to organizing the educational process at school? The younger student must become a subject of educational activity, being involved in the process of norm implementation, rule-making, and self-determination. In the process of educational activity, a transformation of external (subject-related) activity into internal (intellectual) activity must occur.

TECHNOLOGICAL MAP for designing conditions for the implementation of the system-activity approach in the educational process of primary school 1. Analytical component Positions for analysis Group decision 2. From the position of the system-activity approach, what types of activities should the student be included in? Self-determination involves correlating the proposed norm of activity with the current level of abilities and value system. Norm implementation (performing activity) involves the reproduction of a known norm of activity, its result is a transformed product. Rule-making (managerial activity) involves the construction of a new norm of activity. The formation of abilities for norm-realization and rule-making guarantees the student his ability for self-realization.

TECHNOLOGICAL MAP for designing conditions for implementing the system-activity approach in the educational process of primary school 1. Analytical component Positions for analysis Group decision 4. Orientation, which positions in the development of a primary school student does the system-activity approach provide? deeper and more durable assimilation of knowledge by students, mastering the ways of their application; development of the child as a subject of activity; development of educational independence; a conscious attitude to the process and the result of one’s educational activities; the student’s acceptance of the results of educational activities as socially and personally significant; increasing students' motivation and interest in learning; development of reflective self-esteem and self-awareness; general cultural and personal development based on the formation of universal educational activities; development of constructive, creative abilities; mastering methods of joint activities and group work; willingness to solve various life problems using theoretical knowledge

TECHNOLOGICAL MAP for designing conditions for the implementation of the system-activity approach in the educational process of primary school 1. Analytical component Positions for analysis Group decision 5. What conditions ensure the implementation of the system-activity approach in the practice of primary school? 1. Creation of educational situations that stimulate the inclusion of students in active activities. 2. Filling the content of education with a system of views, ideas, theories, key concepts and methods of basic sciences underlying school subjects and supplementing them with an “activity” component. 3. Development of universal learning activities. 4. Stimulating the student’s subjective position in class activities. 4. Stimulating the student’s subjective position in extracurricular activities. 5. Design and practical implementation of individual educational programs. 6. Use of technologies of problem-based, project-based, dialogic learning. 7. Inclusion of students in educational and research activities. 8. Inclusion of students in social practices. 9. Inclusion of students in group work, development of cooperation skills and student self-government.

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The system-activity approach is the methodological basis of the Federal State Educational Standard

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CONTENT:
1 Topic 1. System-activity approach - the methodological basis of the Federal State Educational Standard of NEO. Traditional, competence-based and system-activity approaches. Activity approach in psychology: the principle of consciousness and activity; personality problem; activity category; the principle of the child’s mental development; leading type of activity; structural units of activity; activity structure; the student as a subject of educational activity. Didactic principles of the system-activity approach. Conditions for the implementation of the system-activity approach
2 Topic 2. Motivation as one of the aspects of the system-activity approach. Motivation as one of the aspects of the system-activity approach. Motivation as a set of personal (stable) and situational (dynamic) factors. The system of schoolchildren's motives. Ways and methods of maintaining and activating the student’s motivational sphere. Goal setting as the basis for the systematic organization of educational activities of schoolchildren.

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In the history of education, three competing approaches to the development of standards have been identified:
The traditional approach can be called “ZUNovsky”. It reduces education to knowledge, skills and abilities. The competency-based approach does not deny the importance of knowledge, but it focuses on the ability to use acquired knowledge. System-activity approach.

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Competence-based approach
Competence is the ability to apply existing knowledge and skills in new situations, manifested in organizing and planning activities in unusual situations and innovations.

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Types of competence:
Psychological (individual): characterizes the individuality of a person when performing his duties, “soft requirements”. Technical (professional): characterizes the result obtained, is associated with standards for performing duties, “strict requirements”.

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Competence-based approach
Key competencies in relation to school education mean the ability of students to act independently in situations of uncertainty when solving problems that are relevant to them.

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Competence-based approach
Information competence is the readiness of students to independently work with information from various sources, search, analyze and select the necessary information. Communicative competence is the skills of working in pairs, in groups of various compositions, the ability to present oneself and conduct discussions; express your thoughts in writing in compliance with the norms of text formatting; public performance. Problem solving competence – goal setting and planning of activities, actions to solve the problem; assessment of the result/product of activity.

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The formation of these key competencies is facilitated by a systemic activity approach!

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Traditional training Innovative Developmental training
1 Based on the principle of accessibility Based on the zone of proximal development
2 The student acts as an object The student acts as the subject of his own learning activity
3 Focus on mastering a certain amount of knowledge Aimed at mastering ways of knowing as the ultimate goal of learning
4 Develops everyday thinking, an empirical way of knowing. Develops theoretical thinking and a theoretical way of knowing.
5 By solving specific practical problems, students learn particular methods of activity. Educational tasks come to the fore; by solving them, students learn general methods of mental activity.
6 As a result, a person is formed who is capable of performing activities. A personality is formed who is capable of independent creative activity.

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The concept of a system-activity approach
The systematic approach, which was developed in the research of the classics of our national science (such as B.G. Ananyev, B.F. Lomov and a number of researchers), the activity approach, which has always been systematic (it was developed by L.S. Vygotsky, L. V. Zankov, A. R. Luria, D. B. Elkonin, V. V. Davydov and many other researchers).

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The activity problem was developed:
philosophy (E.V. Ilyenkov, M.S. Kagan, P.V. Kopnin, V.A. Lektorsky, E.G. Yudin, etc.); psychology (A.G. Asmolov, M.Ya. Basov, G.S. Kostyuk, A.N. Leontyev, S.L. Rubinstein, V.V. Rubtsov, etc.); teaching and raising a child (L.S. Vygotsky, V.V. Davydov, L.V. Zankov, A.N. Leontyev, D.I. Feldshtein, L.M. Fridman, G.A. Tsukerman, D.B. .Elkonin, K.Van Parreren, J.Carpey, E.Erickson); developmental education (A.B. Vorontsov, A.K. Dusavitsky, V.V. Repkin, etc.).

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System-activity approach
A systems approach is an approach in which any system is considered as a set of interrelated elements. The activity approach allows you to concretely implement the principle of consistency in practice.

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Famous psychologist A.N. Leontiev:
“Human life is a “system of successive activities.”

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Activity approach in psychology
S.L. Rubinstein: the principle of the unity of consciousness and activity. “The subject in his actions is not only revealed and manifested; it is created and determined in them. What he does defines what he is; the direction of his activity can determine and shape him.”

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The principle of the unity of consciousness and activity
Fixes the fact that consciousness (or more broadly, the mental) does not control activity from the outside, but forms an organic unity with it, being both a prerequisite (motives, goals) and a result (images, states, skills, etc.) of activity.

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Question: does a person always carry out activities?
Activity, in contrast to reaction, is a process of a person’s active relationship to reality, therefore the problems of the activity approach also include the problem of personality.

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Personality problem
L.S. Vygotsky: “The historical state of our science is such that there are many psychologies, but there is no single psychology”

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A.G. Asmolov considers a person as an element of three different systems:
in the system of the biological species homo sapiens, a person acts as an individual; in the system of society he becomes a bearer of a set of social qualities and acts as an individual; The systemic-historical plan of analysis allows us to highlight a specific quality of personality - individuality.

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An individual is a person as a representative of a species, having natural properties; human bodily existence. Personality is a person, as a representative of society, who freely and responsibly determines his position among others. Individuality is a person as a unique, original person who realizes himself in creative activity. Subject – a person, as a carrier of objective-practical activity; manager of spiritual forces. The Universe is the highest level of spiritual development of a person who is aware of his existence and place in the world.

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IN AND. Slobodchikov and E.I. Isaev “Fundamentals of human anthropology: human psychology”
Formula: “One is born an individual. They become a person. Individuality is defended"

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The evolutionary-historical meaning of individual differences between people
Question: Why are individual differences between people necessary?

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Individuality is now perceived not as a synonym for individualism, not in opposition to collectivism, but as the most important condition for the effective functioning of society. Question: How does the Federal State Educational Standard implement the idea of individuality (uncertainty)?

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The system-activity approach allowed us to say a new word about individuality:
When determining the strategic characteristics of the basic educational program, the following are taken into account: the existing dispersion in the pace and directions of children's development; individual differences in their cognitive activity, perception, attention, memory, thinking, speech, motor skills, etc., associated with the age, psychological and physiological individual characteristics of children of primary school age.

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Activity as a system: Any activity carried out by its subject includes: a goal, a means, the process of transformation, its result.

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Standards Development Group:
“...In domestic psychological and pedagogical science, an activity-based paradigm of education has been deeply developed, postulating as the goal of education the development of the student’s personality based on the development of universal methods of activity. The process of learning is understood not only as the assimilation of a system of knowledge, skills and abilities that form the instrumental basis of the student’s competencies, but also as a process of personal development, gaining spiritual, moral and social experience.”

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PERSONAL
METAPUBJECT
SUBJECT
Self-determination: the internal position of the student; self-identification; self-respect and self-esteem
Sense formation: motivation (educational, social); the boundaries of one’s own knowledge and “ignorance”
Moral and ethical orientation: orientation towards fulfilling moral standards; ability to solve moral problems based on decentration; assessment of one's actions
Regulatory: managing your activities; control and correction; initiative and independence
Communicative: speech activity; collaboration skills
Cognitive: working with information; working with educational models; use of sign-symbolic means, general solution schemes; performing logical operations of comparison, analysis, generalization, classification, establishing analogies, summing up a concept
Fundamentals of the scientific knowledge system
Experience of “subject” activities in obtaining, transforming and applying new knowledge
RY
LCht
AND I
Mat
OM
Moose
ISO
Those
Physical
Subject and meta-subject actions with educational material
Planned results: three main groups of results

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System-activity approach:
Activity, including socially leading activity, is always a purposeful system, a system aimed at results. Education, as the leading social activity of society, is aimed at results as a system-forming factor of activity.

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System-activity approach:
The second concept of the system-activity approach indicates that the result can only be achieved if there is feedback. N.A. Bernstein called it “correction”; P.K. Anokhin - “reverse orientation”; today: certification, accreditation, licensing, testing. It is important to see all procedures not in fragments, but in a holistic system-activity analysis!

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Child's personality development
L.S. Vygotsky justifies: the principle of mental development of the child. The real form is the natural, natural properties of a person, representing the organic basis for the development of mental properties. The ideal form is a product of the historical development of mankind. Culture contains ready-made forms of behavior, abilities, and personality traits that should arise in a child during his development. Without interaction with cultural (ideal) forms, an individual will never develop specifically human qualities.

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Child's personality development
L.S. Vygotsky justifies: the principle of mental development of the child. Imitation and cooperation, communication with adults act as the main ways for the emergence and development of cultural forms of behavior in a child. The mechanism for transforming culture into the world of personality is the mechanism of interiorization - the transformation of the external into the internal.

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Child's personality development
L.S. Vygotsky: the driving force of a child’s mental development is learning as a specially organized process of influencing the child. Training and development are not identical concepts: the development process has an internal logic and represents the process of the emergence of new qualities that were absent at earlier stages of development. The internal connection between learning and development is the child’s zone of proximal development.

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Zone of proximal development
At a certain stage of its development, a child can solve some problems only with the help of another; These tasks constitute the zone of his proximal development, since subsequently they can be performed independently. Interiorization, the transformation of the external into the internal, the transformation of the zone of proximal development into the level of actual development constitute the essence and course of mental changes in the development of the child.

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A.N. Leontiev: category of activity
The driving force of mental development is the child’s own activity, in which, under the guidance of adults, he appropriates historically established human abilities. The child’s forms of activity change: some forms of activity play a leading role in mental development, while others play a leading role in others. The term “leading activity” is associated with this.

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D.B. Elkonin: category of activity
Leading activity is not just the activity most frequently encountered at a given stage of development, the activity to which the child devotes the most time. Leading activity is understood as “such activity, the development of which determines the most important changes in the mental processes and psychological characteristics of the child’s personality at a given stage.”

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Age Leading type of activity
0-1 year Direct emotional communication
1-3 years Object-manipulative activities
3-7 years Role-playing game
7-10 years Educational activities
10-15 years Communication
15-17 years old Educational and professional activities

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D.B. Elkonin: types of leading activities
activity in the system of relationships: “child - social adult”: direct emotional communication of an infant, role-playing of a preschooler, communication of a teenager. activity in the system of relations: “child – social object”: object-manipulative activity of young children, educational activity of primary schoolchildren, educational and professional activity of boys and girls.

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Activity category
Man, as a living being, is characterized by activity. Human activity manifests itself in the form of operations, actions or activities, which can be external (objectively observable changes in material objects) and internal (realized in the individual’s psyche).

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Structural units of activity

Forms of activity Characteristics of activity Characteristics of activity
Forms of activity Determination of the form of activity Activation conditions
Activity Purposeful activity that potentially satisfies a conscious need of the subject. Activated only by a conscious need.
Action An operation or a set of operations consciously chosen and performed by a subject to achieve a specific private goal. Can be activated by both a motive and an external stimulus.
Operations Changing the position or state of the subject, causing changes in the object to which the subject’s activity is directed Can be activated both by a stimulus and unconsciously

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Activity category
The active position of activity consists in the formation of new motives and their purposeful restructuring. A goal, even the closest one, takes a person beyond the immediate present and builds a project for the future. This provision applies to both the actions of an adult and the actions of a child. The difference is that the child gradually moves from simple and close goals to more distant and promising goals. Activity – need (motive) – activity.

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Activity structure:
Need is a need for something necessary for a person. Awareness of need. Formation of motive. Choosing a method for implementing the motive. Activity planning. List of actions. Performing each action (private goal). Operations, taking into account conditions and available funds. Satisfying a need. Implementation of the motive (result of activity: the object embodied in the motive and associated results of implementation: experience, skills, knowledge, beliefs, emotions).

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Activity category
The main object of attention when organizing educational activities, as noted by D.B. Elkonin and V.V. Davydov, its psychological mechanism appears, i.e. students' awareness of the learning process. The result of purposeful work on organizing the educational activities of students, according to their theory, should be the ability that schoolchildren consistently acquire to independently and consciously organize all components of the activity, i.e. becomes a subject of activity.
The ability to analyze is the search and identification of the essential, main and its particular features in an object. The ability to plan is the ability to mentally build a chain of actions to achieve a goal, and then carry them out using factual material. The ability to reflect is the main mechanism for a student’s advancement in learning.

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Educational activities
The educational activity of schoolchildren differs from all other activities in that as a result of any other activity, a certain material or intellectual product is always obtained. Educational activity brings only a subjectively new result for the student. The true product of educational activity is the changes that occur during implementation in the subject himself, his self-change, self-development.

Japanese proverb

“Catch me fish - and I will be full today;

“Teach me to fish and I’ll be fed for the rest of my life.”

Traditional approach - focuses on the amount of knowledge

The more knowledge a student acquires, the better, the higher his level of education.

Level of education -

determined by the ability to solve problems of varying complexity based on existing knowledge.

Modern education involves a shift in emphasis from subject knowledge, skills and abilities as the main goal of learning to the formation of general educational skills and the development of independence in educational actions.

What qualities are needed for a modern graduate?

deep and solid knowledge
good manners
development of the intellectual and creative powers of children, their ability to learn, the formation of the ability for self-development...

It is necessary to help every child become happy:

find your place in life, make true friends, build a family, and self-realize in your chosen profession.

Information from science should not be communicated to the student, but he should be led to find it himself and master it on his own. This method of teaching is the best, the most difficult, the rarest. The difficulty explains the rarity of its use. Presentation, reading, dictation against him is child's play...

A. Disterweg,

German democrat teacher XIX V.,

follower of Pestalozzi

Results of a study by German scientists:

A person remembers:

Only 10% what he reads;

20% what he hears;
30% what he sees;
50-70% remembered when participating in group discussions;
80% when independently identifying and formulating problems;
and only when the student directly participates in real activities, in independently posing problems, developing and making decisions, formulating conclusions and forecasts, does he remember and assimilate the material on 90%.

Chinese folk wisdom:

“I hear - I forget, I see - I remember, I do - I learn”

“Tell me, I will forget; show me and I will remember; let me act on my own and I will learn.”

Scientists - founders of the theory

L.S. Vygotsky

A.N. Leontyev

D.B. Elkonin

P.Ya. Galperin

V.V. Davydov

serves as the basis for the implementation of the basic educational program of primary general education and assumes a focus on achieving the main result - the development of the student’s personality on the basis of universal educational activities of knowledge and mastery of the world, recognition of the decisive role of the content of education and methods of organizing educational activities and educational cooperation in achieving the goals of personal and social development students.

Key Ideas

system-activity approach

THE PROCESS OF LEARNING is a process of student activity aimed at the formation of his consciousness and his personality as a whole.

New knowledge is not given ready-made. Children “discover” them themselves in the process of independent research activities. They become little scientists making their own discoveries.

Teacher's task When introducing new material, it is not about explaining, showing and telling everything clearly and clearly. The teacher must organize the children’s research work so that they themselves come up with a solution to the problem of the lesson and themselves explain how to act in new conditions.

Systems approach- a universal tool for cognitive activity: any phenomenon can be considered as a system, although, of course, not every object of scientific analysis needs this. The systems approach acts as a means of forming a holistic worldview in which a person feels an inextricable connection with the entire world around him.

The essence of the systems approach

Information obtained on the basis of a systematic approach has two fundamentally important properties:

Firstly, the researcher receives only information necessary ,

Secondly,- information, sufficient to solve the problem.

Technology of activity-based teaching method.

A teaching method in which a child does not receive knowledge in a ready-made form, but obtains it himself in the process of his own educational and cognitive activity is called the activity method.

The idea of activity and the idea of systematicity are closely related.

Provide:

formation of individual readiness for self-development and continuous education;
designing and constructing a social environment for the development of students in the education system;
active educational and cognitive activity of students;
building an educational process with

taking into account individual age,

psychological and physiological

characteristics of students.

System-activity approach- this is the organization of the educational process, in which the main place is given to the active and versatile, to the maximum extent, independent cognitive activity of the student