Organization of tasks for self-training in order to form regulatory UMS for younger schoolchildren

Enzhevskaya Marina Vladimirovna ORCID: 0000-0002-1395-5231 PhD in Pedagogy Docent, the department of Pedagogical Psychology named after Professor Guruzhapov, Moscow State University of Psychology and Education 127051, Russia, Moskva oblast', g. Moscow, ul. Sretenka, 29, of. 213 enzhevskaya@mail.ru Other publications by this author

Universal educational actions, in a broad sense, are understood as "the ability of a subject to self-development and self-improvement through conscious and active appropriation of new social experience" ^[1], and also in the literature this term is interpreted as "a set of ways of student's actions ... providing independent assimilation of new knowledge, the formation of skills, including the organization of this process" ^[1]. Regulatory universal educational actions are included in the structure of educational activity, therefore, they ensure its organization, regulation and arbitrariness, turn educational work into a controlled, controlled by the subject, conscious process. In simple words, universal learning actions are understood as the ability to learn. Now in the scientific literature, the concept of "universal educational actions" (UUD) is more often used.  In a narrower sense, R. L. Rozhdestvenskaya and other authors define this term as a set of ways of student's actions that ensure the independent assimilation of new knowledge, the formation of skills, including the organization of this process ^[4]. As A.G. Asmolov notes, regulatory universal educational actions contribute to regulation, organization and correction in practical pedagogical activity.  

The analysis of scientific literature makes it possible to determine that the formation of regulatory UDS in younger schoolchildren has an important influence on the formation of behavior and communication with the outside world.

Let's define the composition of regulatory universal educational actions in order to understand the order of formation of regulatory universal educational actions. The composition of the concept is considered in Figure 1.

Fig. 1. - The composition of the concept of UUD

It should be noted that in the field of regulatory universal educational actions, schoolchildren should master all types of educational actions, including the ability to accept and maintain an educational goal, plan its implementation, monitor and evaluate their actions, make appropriate adjustments to their implementation. It is important to say that at the initial stage of education, for younger schoolchildren, individual successes acquire a special social meaning, thus, as one of the main tasks of primary education is to create optimal conditions for the formation of communicative competencies, motivation for achievement, initiative, and student independence. According to this, the teacher faces the problem of selecting tasks for the formation of regulatory universal educational actions.

The teacher needs to create such conditions under which, in the process of learning, the child becomes its subject, namely, begins to learn for the sake of self-development. The purpose of organizing tasks for self-preparation is to prove that independent work effectively influences the formation of regulatory universal educational actions of younger schoolchildren. But to do this, independent work must be independent, that is, carried out without the direct guidance of a teacher or parents.

Let's consider and comment on common pedagogical situations related to this part of the educational process.

Pedagogical situation No. 1. Vanya received a "3" for dictation.

I came home upset: "Mom will be upset, she won't let me walk today. It will make you write dictation all evening or do 10 additional exercises."Mother:

- Why are there three again? We repeated all the rules and vocabulary words yesterday! Vanya:

- I do not know, something did not work out. When planning the organization of self-training in primary school, it is necessary to determine its purpose.

"Homework helps to consolidate the material studied in the lesson," is how most of the fellow teachers will answer. And this will be exactly the case (at best) if the homework is formulated as follows: Learn the rule on page 10, upr. 48 perform in writing in a notebook. At the same time, homework should and can solve more global tasks and contribute to the formation of students' ability to learn: plan the correction of their learning outcomes, make an informed choice of tasks, make a request to the right source of information, skillfully use this source, evaluate their capabilities, etc.

The health-saving factor is also important in order to avoid overloads. After all, a junior high student often waits for tired parents to come home from work and help him fulfill the ill-fated "Upr. No. 48" instead of spending a quiet evening with his family at his favorite activities.

Another problem is the unqualified "help" of parents in this important component of the educational process.

Pedagogical situation No. 2.

An error was found in the student's homework. The teacher corrected her. To which the student objects: "My grandmother told me to do this. I was saying..."What to answer?

How to say that the grandmother is wrong, and allow the child to doubt the knowledge of an important person for the child? - But Grandma wasn't in our class.

You could explain to her and show her the scheme-an assistant for solving this task - that's the best thing the teacher could say in this situation. It is even more difficult to convince a grandmother to help a child become independent.In this context, it is advisable to rename the homework to self-preparation with an emphasis on self-.

  The student must certainly perform these tasks himself and be responsible for them himself. To do this, it is necessary to rebuild the traditional approach to the organization of homework, to turn homework into self-preparation.

In order to teach the child to plan the correction of educational results, we will use a special tool – an assessment sheet. It highlights the problem points identified during the thematic verification work. Each student has their own (problem points) and in different quantities. Next, let's turn to the task bank, which can be created in the information field of any educational platform (for example, a MESH where a teacher places materials for lessons).

The bank has a large number of exercises aimed at practicing all kinds of subject skills. Here comes the moment of applying a conscious choice of tasks, their number, as well as the necessary reference materials that will help a particular student to cope with a specific problem. At the request of the students and /or the recommendation of the teacher, classes-consultations and workshops are held.

The evaluation action in this work is related to the student's decision on how successfully he coped with the problem and whether he is ready to present the results for evaluation.

Obviously, this approach to self-training entails an individual approach to the time frame. One child needs 15 minutes to determine the causes of errors and eliminate them, another will need several approaches to practice the skill. We recommend setting a common date for the presentation of the results of self-training on this topic (for example, a week from the date of its receipt). Thus, each student will learn, among other things, to plan his time (initially with the help of an adult, then independently), determining the number of tasks for daily performance, coordinating the time allotted for self-preparation with the schedule of visiting circles, sections and other important things.

We recommend that the presentation lessons of home independent work be conducted brightly, energetically, in order to give every student the opportunity to demonstrate and feel their success. Then the children prepare for it with even greater pleasure and look forward to the cherished date.

For clarity, the children kept a special calendar in which the students planned self-preparation and monitored its implementation.

If the student has mastered the topic under study without gaps and has not made mistakes in the test work, he is free either not to perform self-preparation (but then he will have nothing to present at the presentation lesson), or choose from the bank tasks of a higher level or creative nature, and also, if desired, perform the role of a consultant.

It is very important that parents become allies of the teacher in this work, and understand how self-training is organized. Therefore, at a parent-teacher meeting, the teacher should conduct an explanatory conversation with them or post a memo on the information environment.

Speaking about the independence of younger schoolchildren, we do not urge them to go solo swimming. Both parents and the teacher should help children, but not directly (hints, reminders, performance for the child), but indirectly (creating conditions that stimulate the child to action, praise, etc.). Figure 2 shows the structure of the organization of self-training.

Fig. 2. - Organization of self-training in primary school

As for the content of tasks for self-training, it is worth noting here that the following types of tasks are possible for the formation of regulatory universal educational actions:

- deliberate mistakes;

-search for information in the suggested sources;

-mutual control;

-mutual dictation;

- dispute;

-memorizing the material by heart in the classroom;

-looking for errors;

-a control survey on a specific problem. 

In order to form regulatory UDS in younger schoolchildren, teachers often use such types of independent training as: posing questions, dividing text, working with the contents of books, checking exercises, solving problems, story-description, reflection/ analysis of the content of the material, conversation-polylogue, practical work, test tasks, group work, messages, mini-essays, etc. It is advisable to distribute all tasks by difficulty levels for students with different abilities, including those with disabilities.

Independent training, therefore, acts as an organizational form of training, during which various types of independent work can be implemented.  In the process of such organization, the specifics of the subject matter should be taken into account: mathematics, Russian, foreign language, etc.

It has been proved experimentally that self-training organized in this way allowed a primary school teacher to observe tangible progress in the formation of regulatory universal educational actions in his students after a while ^[2].

At the stage of the experiment, the methods were used, "Laying out a pattern of cubes" by P. Ya. Galperin and "Attention test" by P. Ya. Galperin, S. L. Kabylnitskaya. According to these two methods, a generally low level of formation of regulatory universal educational actions among students of experimental and control classes was revealed.

In the process of organizing lessons, the methods of organizing independent work of younger schoolchildren were used: its planning, the choice of a method for solving tasks, the implementation of control operations during their implementation, making adjustments to independent work, analysis of common ways of working ^[3].

The results of the pedagogical experiment showed that the students of the experimental class revealed a high and average level of formation of regulatory universal educational actions.  This experimental study proves the effectiveness of using the organization of tasks for self-preparation in order to form regulatory UMS in younger schoolchildren.

From all of the above, it can be concluded that regulatory universal educational actions are the basis for the formation of the main competencies of students. It should be emphasized that the process of formation of regulatory universal educational actions is a step-by-step process, all its parts are interconnected, which directly follows from their active nature of the development of psychological neoplasms.

Thus, the introduction of such forms of work as independent training into the educational process contributes to the full development of the components of the UUD in younger schoolchildren.

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