Meta-subject competencies according to federal state standards. Formation of meta-subject competencies in educational activities among students in fine arts lessons in primary school. Adaptation skills in a dynamically changing world

Back forward

Attention! Slide previews are for informational purposes only and may not represent all the features of the presentation. If you are interested in this work, please download the full version.

Knowledge is only knowledge when it is acquired through the effort of one’s thoughts, and not memory.

L.N. Tolstoy

Today the world around us is changing quite quickly. The ability for self-development and self-education, the ability and desire to improve oneself will determine the personal success of today's student in the future. The state, in turn, is interested in a citizen who can show flexibility, mobility and creative thinking. The school is faced with the task of not just giving the graduate as much knowledge as possible, but ensuring his general cultural, personal and cognitive development, thereby equipping him with an extremely important skill - the ability to learn. “The most important task of civilization is to teach man to think” (T. Edison)

This is exactly what the new generation of Federal State Educational Standards teachers are aiming at (teaching a person to think). They are based on a meta-subject approach, which is based on the understanding that the main thing that needs to be taught and learned at school is creative thinking. The student not only masters the knowledge system, but also masters universal (supra-subject) methods of action, and with their help he will be able to independently obtain information about the world around him.

“Meta” means “standing behind, above” - common to all objects. Meta-subject competencies mean mastered universal methods of activity that are applicable both within the educational process and in real life situations.

Metasubject technology involves the inclusion of each child in different types of activities, creating conditions for his personal growth.

The new Federal State Educational Standards (federal state educational standards) differ significantly from previous standards. They involve changing the content of education, based on the principles of meta-subjectivity. In conditions of overload of modern educational content, the introduction of new educational standards remains a very problematic task. According to some scientists of modern pedagogy, achieving meta-subject results is based on the formation of key competencies that can ensure effective activity in various spheres of human life. The new Federal State Educational Standards are based on the activity-based nature of education, whose main goal is the development of the student’s personality, the formation of an intellectual, highly educated personality.

A modern school must form in its students a holistic picture of the world, which, in turn, is based on an understanding of the breadth of connections between all phenomena and processes occurring in the world. The division of the general picture of the world and the isolation of their study, a weak connection between subjects causes serious difficulties in the formation of a holistic picture of learning, and contributes to a limited perception of culture. All educational subjects exist on their own and do not meet modern realities. The education system is trying to keep up with the times and change at a rapid pace. This is a requirement of the modern information society, which is developing at an accelerated pace. Therefore, the school faces the most difficult task - to prepare its pupils for a life about which it itself has no idea. The mission of modern education is not so much the assimilation of ready-made knowledge, but rather its provision of cognitive, general cultural, personal development, and the formation of students’ ability to learn. This is the main essence of the new educational standards. Meta-subject results of educational activities are methods applicable both within the educational process and when solving problems in real life situations, mastered by students on the basis of one, several or all academic subjects.

The meta-subject approach offers such a reorganization of education when the student perceives knowledge not as information to be memorized, but as knowledge that he comprehends and can apply in life. Using this approach can form in a child an idea of ​​discipline as a system of knowledge about the world, expressed in numbers, bodies, substances, and objects. That is, the meta-subject approach allows you to form a holistic personality of the student, as well as ensure continuity at all levels of education.

What is the classification of meta-subject competencies?

Here is the classification according to A.V. Khutorskoy: value-semantic competencies; general cultural competencies; educational and cognitive competencies; information competencies; communication competencies; social and labor competencies; personal self-improvement competencies.

It is with reference to this classification that the formation of meta-subject competencies is based on the formation of key competencies of schoolchildren.

Meta-subject skills – assigned meta-methods, general educational, interdisciplinary (supra-subject) cognitive abilities and skills.

Yes, all of the above methods and means of educational activity did not appear yesterday; progressive, visionary teachers, over the past decades, have fragmentarily developed and included all these pedagogical technologies in their activities. But today such a training system should not be fragmented, but comprehensive.

How does a meta-subject lesson differ from a traditional lesson? What should you rely on?

Here is an algorithm for developing a lesson on developing meta-subject competencies, which, in my opinion, will greatly help the teacher:

1. Formation of the topic of the lesson.
2. Formation of subject, meta-subject goals of the lesson.
3. Identification of fundamental educational objects that students need to work on.
4. Determining the abilities of students on which it is supposed to rely.
5. Determination of any problematic educational situation.

I think that the core of a creative meta-subject lesson is precisely a problematic educational situation. In order for the lesson to be meaningful, you need to formulate one or more main problems that can help children express themselves. The problem must be posed in such a way that the student wants to solve it, i.e. arouse the interest of students. And the problem should be of a meta-subject nature. Tasks for students should be clearly formulated at each stage of the lesson. It is advisable to determine the specific educational product that should be obtained as a result. It is imperative to think through how students reflect on their activities. And, of course, carefully select the diagnostics of the educational product created by the student.

“One of the effective ways to form meta-subject knowledge is integrated lessons, in which students’ horizons and intellect are developed, and a holistic picture of the world is formed in the mind. These are lessons where students apply knowledge of history, literature and other subjects. For example, an integrated lesson where students, before analyzing V. Astafiev’s story “Vasyutkino Lake” and identifying its features, need to present their knowledge about the features of the taiga, about the signs by which the hero of the story was able to get out of the forest. This means turning to a geography lesson, and possibly biology. When studying the work “Song about the Merchant Kalashnikov”, comparing ideas about the image of the tsar in painting, history, and literature, students should be able to justify their position, their view of the historical figure. Integration into literature lessons of information on history, geography, painting, architecture, music, theater, cinema gives learning results that are manifested in the ability to understand a problem and put forward a hypothesis; select arguments to confirm your own position; identify cause-and-effect relationships in oral and written statements; ability to work with different sources of information.

The research method is very effective in developing students’ meta-subject competencies. The use of elements of problem-based, search, and research methods makes the learning process more productive. The development of students' research skills and abilities helps to achieve certain goals: to increase students' interest in learning, to motivate them to achieve better results. The lesson-research meets the criteria of a modern lesson. This is a lesson-discovery of something new. This is the self-realization of the student. This is a lesson in communications. This is a lesson on creating an educational product: a rule, an algorithm, an essay, a presentation.

The research method is successfully used by me. I used this form of work as a trial lesson when studying the novel by F.M. Dostoevsky "Crime and Punishment". I pose a problem to the students, for which it is necessary to study primary sources with different points of view on the novel, analyze, and draw conclusions. I suggest that students read the novel carefully and familiarize themselves with critical articles. The educational product that they present in class is the project-speeches of the judge, prosecutors, lawyers, witnesses and, of course, Raskolnikov himself. Here's how one of those lessons went.

Lesson topic. Sufferer for humanity or...

Target: based on the novel “Crime and Punishment” to show that, describing the torment of Raskolnikov, Dostoevsky executes those who deny the sanctity of the human person; asserts that every person is sacred and in this respect all people are equal.

Epigraph for the lesson.

And in today’s world with its atomic bombs, with the robbery of the imperialists, in a world torn apart by racial problems and rampant violence, Dostoevsky’s alarming alarm bells rings incessantly
appealing to humanity, humanism.

Ch. Aitmatov.

Teacher. Today we will conduct a trial lesson, the topic of which is “Sufferer for humanity or...” This “or” we must understand with you guys.

(I announce the purpose of the lesson, pay attention to the epigraph)

– How do you understand the words of Chingiz Aitmatov?
So, I represent those who will administer the trial and all participants.
The judge is me, myself. Please love and respect.
Prosecutors _________________________________________________
Lawyers ___________________________________________________
Court Clerk ______________________________________________
Witnesses __________________________________________________

(Pulcheria Aleksandrovna Raskolnikova, Avdotya Romanovna Raskolnikova, Razumikhin, Porfiry Petrovich, Sofya Semyonovna Marmeladova, Svidrigailov and others act as witnesses in the novel)

And finally, the defendant ________________________________________

Everyone else can also participate.

Clerk of the court. Get up! The trial is coming!
Dear judge! Gentlemen of the jury are ready to hear the case of Rodion Romanovich Raskolnikov. I ask everyone to take their seats. I ask everyone to sit down.

Judge. A criminal case is being heard on charges of Rodion Romanovich Raskolnikov, who committed a serious crime for the purpose of robbery - the murder of the old pawnbroker Alena Ivanovna and her half-sister, Lizaveta.

Secretary. On July 10 of this year, Rodion Raskolnikov, hiding an ax under his coat, secured to a specially prepared loop and taking a pre-prepared, allegedly, mortgage, left the house and headed to the place of residence of the old money-lender. Here Raskolnikov killed Alena Ivanovna with several blows to the head with an ax, and then, a few minutes later, her sister, Lizaveta.

Judge. To better understand the essence of the matter, you should know Raskolnikov’s life story. Defendant, you have the floor.

Raskolnikov. I, Raskolnikov Rodion Romanovich, a former student of St. Petersburg University. The former, because due to lack of funds, was forced to leave his studies. I belong to the lower class, I am poor. I lost my father early, I have a mother and sister Dunya.
Previously, he lived in an abandoned town where drunkenness, poverty, and swearing reigned. I went to church, observed all Christian rituals, that is, I was like everyone else.
Currently I live, if you can call it life, here in St. Petersburg. I live from hand to mouth, huddling in a miserable closet, like a closet, from where they also threaten to throw me out into the street.
The fate of my family was at risk. All this led me to deep reflection about life in a world dominated by unjust power, cruelty and greed.
Based on examples from history (Mohammed, Napoleon and others) and relying on examples from the life around us, I came to the conclusion that all people are divided into extraordinary people, to whom “everything is permitted” for the sake of higher considerations, and ordinary people, whose destiny is to endure and submit.
I am a conscientious and easily vulnerable person. I cannot look at the horrors and misfortunes reigning in society with composure. That's why I ended up here in the dock.

(The defendant's life story was prepared by a student in the class, as were everyone else's speeches)

Judge. Thank you You can sit down. Witnesses are invited to attend the hearing.

Secretary. Witness Pulcheria Aleksandrovna Raskolnikova.

(All witnesses are invited)

Judge. Are there any other witnesses willing to speak in defense or indictment of Raskolnikov?

Secretary. The prosecutor is given the floor for the prosecution.

Prosecutor. From the first minutes of meeting Rodion Raskolnikov, we see that he is enslaved by a philosophical idea that allows for “blood according to conscience.” He believes that not only historical progress, but also all development was and is being carried out at the expense of someone, on someone’s suffering, sacrifice, blood. All humanity is divided into two categories, into two categories. “There are people who meekly accept any order of things - “trembling creatures”; there are people who boldly violate moral norms and social order accepted by the majority: “the powerful of this world,” says Raskolnikov. “The development of society occurs in the process of trampling on “trembling creatures” "Napoleons."
Who gave Raskolnikov the right to divide people in this way? Isn't this a criminal idea?
Raskolnikov's theory dooms most of humanity to slavish service to the one in whose hands the power is. After all, if everyone wants to prove that he is a “Napoleon”, the elements of universal crime will begin.
In a word, Raskolnikov’s theory is inhumane in its essence.
Yes, the defendant is suffering!
But what is his suffering worth after committing the murder? Two people were killed. Killed in cold blood. They can no longer be returned. The murder was prepared for a long time, all the details were thought out, that is, I want to draw your attention, gentlemen, to the fact that the murder was deliberate, with the aim of robbery.
Let's remember how all this happened. How carefully he prepared this crime. This is evidenced by the snuff box, supposedly silver, but in fact forged by the killer, and the loop on the jacket intended for the axe, and finally, the ax itself is a symbol of blind force, a symbol of violence, and it does not matter for what purpose it was used.
What about the second murder? Poor, defenseless, already humiliated and insulted creature. Why did she suffer? But no way! An unnecessary witness and nothing more. But she is the same defenseless creature for whose sake Raskolnikov’s theory allows for “blood according to conscience.” Where is the explanation for this? And here it is. A person who has committed a crime once can repeat it.
Mister Judge! Gentlemen of the jury! Here is a man who has committed an atrocity the likes of which I have never seen before. The cruelty of this person defies any explanation, much less justification. Such people are dangerous to society. And I demand that the court impose the only fair punishment - a death sentence.

Secretary. The floor is given to the defense.

Advocate. Gentlemen of the jury! Mister Judge! I would agree with Mr. Prosecutor, if not for one circumstance. We must take into account that my client did not come to this idea immediately or suddenly. He came to her after observing Russian life for a long time, reflecting on national and world history. It is life and history that fully convince him of the correctness of his idea, his theory. This is exactly how the world works. Great personalities do not stop at any sacrifice, violence, blood in order to achieve their goals. There are quite a lot of examples of this around us, you just have to take a good look around.
The world of stupid, deathly silence is terrible. All the blessings of life here are captured by rich parasites. And he is young. Handsome. Smart. Full of energy. Thirsts to remake this life. Find a worthy place for yourself in it. For this reason, Raskolnikov comes up with, as you have already deigned to note, Mr. Prosecutor, a theory that is anti-human in its essence, conducts a terrible experiment, while dooming himself, first of all, to unbearable mental torment.
Mister Judge! Gentlemen of the jury, I ask you to take into account everything I have said above and give my client the opportunity to atone for his guilt. I ask for a more lenient sentence.

Judge. Accused, you have the last word.

Raskolnikov. Mister Judge! Gentlemen of the jury! What can I say in my defense? Yes, it's my fault. But my theory has altruistic motives. I wanted to save myself and my family from hopeless need, but not only that...
There is another reason that pushed me to commit a crime: “I did not kill so that, having received funds and power, I would become a benefactor of humanity. Nonsense! I just killed, for myself alone!..” I wanted to assert myself in life, to prove that I was not “a trembling creature, but I have the right.” But after the murder I committed, I feel like a renegade. There was a gap between me and the people around me. I crossed the moral barrier and placed myself outside the laws of human society.
The pangs of conscience, the consciousness of my spiritual emptiness, brought me into the hands of justice. I ask that the fact of confession and repentance be taken into account when sentencing.

Secretary. The court retires to pronounce judgment.

(Everyone goes to their places)

Teacher. So, the court allegedly retired to pronounce a verdict. But the verdict, I think, lies in each of you. Each of you was able to understand this complex process that occurred with the hero of the novel. He managed to figure out whether Rodion Raskolnikov is guilty or not, whether society is guilty and, in the end, who Raskolnikov is, a sufferer for humanity or a person who broke the law.

(Each student expresses his opinion: Raskolnikov is guilty or not)

Teacher. Once again I want to draw your attention to the epigraph of the lesson. Indeed, the problem raised by Dostoevsky in the novel is still relevant in our time. It is very difficult to understand what is happening around us now. But each of us must try not to transgress the laws of human morality and step over human lives.
Thank you for your attention.

(Grades are given)

Russian language and literature lessons contribute to the development of communicative, educational and cognitive competence. The main activities in the lessons are: highlighting the main idea of ​​the text, concluding in diagrams, tables. Working with text is based on interpretation, algorithmization, and presentation. One of the main directions of my work is to cultivate love for my native land, for the customs and traditions of my people. Moreover, along with the traditions of our people, we are talking about the traditions of the peoples living in the territory of Kabardino-Balkaria and Russia. So the guys themselves prepared the project “Tau Adet” (Mountain Custom), within the framework of which they learned a lot about the traditions and customs of the mountain peoples.

This expands the understanding of the norms of cultural life and introduces them to these norms, forms a lifestyle worthy of a person, and also forms a life position. We did a comprehensive analysis of the text, repeated spellings and punctograms.

One of the components of the Russian language program is the formation of students' vocabulary. I work on developing students’ vocabulary in every lesson. Firstly, it prepares children to perceive classical texts. First, I suggest that students find out the meaning of unclear words. Such work enriches students’ vocabulary and prepares language material for the perception of fiction. In addition, there is an excursion into the past of the language (especially when working on archaisms), thereby learning the history and traditions of our country. I use the same technique when learning new vocabulary, phraseological units and catchphrases. I propose to enter a catchphrase in the right column, guessing it from the description from the left column. All this takes students to a completely different intellectual level. Research activities in the classroom form meta-subject skills. Work with reference literature, analyze and draw conclusions, formulate your speech, organize your own activities. I often use complex text analysis to form students’ vocabulary. At this stage, students learn to apply their knowledge and formulate speech correctly.

The project method is also very good for developing meta-subject competencies. After all, project activities include not only research work, but also search and processing of data on a theoretical and practical problem. I offer various individual tasks - projects: preparing a biographical information about the author of a work, reporting on the features of a dramatic work, preparing a mini-quiz “Guess the Character”, memorizing a poem, protecting illustrations (including those made by the students themselves). All this contributes to the development of such meta-subject competencies as collaboration skills and the ability to work with information.

A big plus is that all students in the class are included in the activity, regardless of different levels of self-esteem in relation to the subject and learning abilities.

Various techniques, methods, technologies are not an end in themselves. The result is important. The teacher must evaluate his successes by the successes of his students.

Non-traditional pedagogical technologies increase children's learning motivation and interest in school, create an environment of creative cooperation and competition, instill in children a sense of self-esteem, give them a sense of creative freedom and, most importantly, bring joy.

Thus, meta-subject competencies are mastery of basic universal educational actions (regulatory, communicative, cognitive); methods of activity used both within the educational process and when solving problems in real life situations, mastered by students on the basis of one, several or all academic subjects, the purpose of which is to educate a creative, free personality professing the values ​​of a democratic society. Training is permeated with many conditions and tasks that determine didactic principles. The role of the teacher in the classroom changes radically; from a transmitter of knowledge, he turns into an organizer of the educational process, an assistant and adviser to children. The teacher must clearly see the development prospects of each child and the team as a whole. The teacher must be ready every minute for improvisation and unexpected turns in the lesson. Undoubtedly, he must have an excellent command of educational material and strive for knowledge, be in constant search of methodological techniques that provide developmental learning, possess self-analysis, adequate self-esteem, and must be able to adjust the results of his activities.

The introduction of meta-subject competencies into the educational process is the education system’s response to the demands of time and society, which require the school to educate its pupils in the ability to “act effectively outside of educational situations and plots” (V.A. Bolotov, V.V. Serikov).

LITERATURE

1. Federal state educational standard of general education / Ministry of Education and Science of the Russian Federation. – M.: Education, 2010. – (second generation standards).
2. Khutorskoy A.V. Key competencies as a component of a person-oriented paradigm of education//Public Education–2009–No. 2–pp.58-64.
3. Khutorskoy A.V. Meta-subject content and educational results: how to implement federal state educational standards (FSES) // http://www.eidos.ru/journal/2012/0229-10.htm
4. Khutorskoy A.V. Work with the meta-subject component of the new educational standard // Public education No. 4 2013 – p. 157-171.
5. Internet resources

Speech by Valieva E.F., chemistry teacher at MBOU "ASOSH No. 1" of Aktanysh district of the Republic of Tatarstan

at the republican scientific and methodological seminar for teachers “Innovative teaching methods at school and their implementation”

(within the framework of the republican innovation platforms "Models for organizing extracurricular activities of schoolchildren in accordance with the requirements of the Federal State Educational Institution"

and “Current problems of implementation of the Federal State Educational Standard of General Education” on the basis of “Lyceum No. 5” of the Vakhitovsky district of Kazan

Hello dear audience. Good afternoon. My name is Elvira Fanisovna. I am a chemistry teacher at the Aktanysh Secondary School No. 1 of the Aktanysh municipal district of the Republic of Tatarstan.

1 slide Topic: “Formation of meta-subject competencies of students through project and research activities”

2slide. The ancient Roman Philosopher Seneca said: “We study not for school, but for life.” Today these words acquire particular relevance. The new standards of general education, as a new methodological approach, include a requirement for meta-subject learning outcomes. Society needs a person who has universal information skills, a person who is capable of self-learning, forecasting and making decisions.

I believe that the organization of design and research activities provides fertile conditions for achieving a meta-subject result. However, certain difficulties hinder its successful implementation. One of which is the contradiction between the sufficient amount of knowledge of students and the practical inability to apply meta-subject knowledge in real life, I will try to reveal and solve this problem in my speech. (Many of our schoolchildren know the material, but do not know how to work with it in everyday life).

To solve this problem, I set a goal for myself - to create conditions for the formation of meta-subject competencies of students through design and research activities. I believe that to increase the motivation of schoolchildren it is necessary to develop critical and creative thinking skills

Mechanism for achieving the goalis meta-subject approach, since it assumes that the child not only masters a system of knowledge, but also masters universal methods of action and with their help will be able to obtain information about the world himself. These are the requirements of the second generation of educational standards, which have now been developed and are actively being introduced into teaching.

3 slide. The hypothesis of my own research is that The effectiveness of the development of life-oriented abilities of students in chemistry classes and in everyday life increases if the basis of learning is educational, project and research activities as a meta-subject component.

4 slide. In my teaching activities I use the works of the American philosopher and pragmatist John Dewey (1859 - 1952). He is the founder of the “project method” in world practice. It was this American scientist, a hundred years ago, who proposed teaching through the student’s expedient activities, taking into account his personal interests and goals.

In the Russian education system, since the beginning of the 21st century, competencies began to be interpreted as a new approach to the design of educational standards.

By heuristic learning we mean learning that aims to construct the student’s own meaning, goals and content of education, as well as the process of its organization, diagnosis and awareness.

The progenitor of this technique was the ancient Greek philosopher Socrates. He did this back in the 5th century BC. Socrates is the author of the method later called “Socratic conversation.” This method is now called “partially exploratory” or “heuristic.”

5 slide.

What is metasubjectivity?

Metasubjectivity implies that there are generalized systems of concepts that are used everywhere, and the teacher, with the help of his subject, reveals some of their facets. In my lessons I often use concepts of a subject-specific nature. The names of many chemical substances are difficult for students to remember, and not everyone fully understands the essence of these substances. In order for the student to think through and trace the origin of the most important concepts, I introduce students to the everyday (everyday) names of substances, and thereby provide the student with a holistic understanding of the world around him. HYPERLINK. For example, calcium sulfate dihydrate - gypsum, sodium bicarbonate - baking soda; calcium carbonate - marble, chalk, limestone, etc.

In order for students to be able to use their acquired knowledge in practice during lessons, I ask effective questions. practice-oriented.

For example,

1. Why shouldn't you eat an apple after brushing your teeth?
2. Why shouldn't you eat hot food?
3. Why does a golden brown crust form on fried meat?

These questions cannot be answered in monosyllables; you need to reflect and be able to defend your point of view, which contributes to the development of critical thinking.

I also try to create a situation of success in my lessons so that students can be proud and rejoice at their victories and discoveries. To do this, I assign labs to be completed at home oratory works.

For example ,

Make lemonade. Pour chilled boiled water into a glass, add a teaspoon of jam, a pinch of citric acid and mix well. Add a pinch of baking soda, stir vigorously and drink the prepared lemonade. Write down the reaction equations.

We decide with the students tasks and assignments of valeological and life nature. Since metasubject matter is life, a child, by obtaining information about the world, expands his horizons.

In mid-March, gardeners begin preparing cucumber seeds. To warm them up, they are suspended above the battery. Then for 10 min. Place in a 5% solution of table salt. Only sunken seeds are selected for sowing, and those that float are thrown away. Prepare 80 g of this solution.

To ensure the integrity of ideas about the world around us, together with students we create research projects and educational projects.

6 slide. I will dwell in more detail on the educational project.

Slide 7 The final product of students’ project activities can be not only a presentation, but a model And, layouts, some kind of chemical product (for example, soap production), video clips of students (Chemistry is the queen of sciences), reference books, publications, series of illustrations, collections, articles, booklets, etc. Models, layouts, and final products are successfully used for the basketball method (“Excursion to the Chemical Museum.” The products find a place in the AMO (for another audience). Educational and design work is the beginning of student participation in practical conferences at various levels.

8 slide. Comparative analysis of meta-subject and project competencies.

Project (research) competencies are one of the meta-subject components. Project and research competencies develop meta-subject competencies. Meta-subject competencies are related to project competencies, thus they complement each other.

By developing design and research activities, the valeological and ecological culture of students is formed.

Slide 9. The result of design and research activities can be expressed by formulas like

“I was able to create something!”, “I can use the knowledge I gained in life!”, “I want to explore now and...”

10.Slide: I believe that the use of design and research methods as a meta-subject component in my practice contributed to the formation The following personal results:

1. Gradual building of your own holistic worldview;

2. Awareness of the life situation from the point of view of a healthy lifestyle and maintaining health.

3. Formulation of environmental thinking;

4.Participation in activities that benefit people.

1. The ability to independently determine the goals of one’s learning, set and formulate new tasks for oneself in cognitive activity;

2) The ability to correlate one’s actions with the planned results, to monitor one’s activities in the process of achieving results;

3) The ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group; formulate, argue and defend your opinion;

4) Interest in academic subjects has increased and students’ internal cognitive motivation has been formed;

5) The ability to use information resources and means of communication has been developed;

6) The ability to create, apply and transform signs and symbols, models and diagrams to solve educational and cognitive problems.

7) Formation of scientific-theoretical, non-standard thinking of students.

Slide 12, 13. Subject results:

- Quantitative indicators of student success have increased (participation and victories in competitions, festivals, projects at various levels, improving the quality of knowledge);

- Quality indicators have increased (the creative potential of schoolchildren);

Many works were highly appreciated at the Volga region and republican scientific and practical conferences.

Quantitative indicators of student success will increase (participation and victories in competitions, festivals, projects at various levels, improving the quality of knowledge);

As you can see in the table, the participation of schoolchildren in creative competitions increases not only in quantitative terms, but also in qualitative indicators. The victory of my students is my victory.

Slide 14. I believe that the hypothesis has been proven. The effectiveness of developing project-research life-oriented abilities of students in chemistry classes and in everyday life increases if the basis of learning is educational, project and research activities as a meta-subject component.

Thank you for attention!

Despite the increased interest in the topic of meta-subject in the pedagogical community of scientists and practitioners, the analysis of existing scientific, journalistic, and practical sources revealed the presence of an ambiguous understanding of the term “meta-subject competencies”.

The most common interpretation of meta-subject competencies is through identifying them with their other types - key, general educational, basic, etc. In general, it should be noted that the near-conceptual terminological field of the “meta-subject” phenomenon, on the one hand, is quite wide, and on the other hand , there is no unified interpretation of the concept, which indicates the little-studied™ and complexity of the issue. Most often you can find synonymous use along with meta-subject competencies, supra-subject, key, universal, general, basic competencies. We must agree that the lines between the listed types are so thin that it is quite difficult to figure out whether there is a difference between them or not; this is precisely what, in our opinion, lies in the author’s license of every scientist and practitioner covering this issue. Our approach to defining meta-subject competencies is based not so much on establishing differences between concepts, but on searching for dependencies and relationships. Over-subject competencies are interpreted either as another interpretation of meta-subject, a variant of the translation of the prefix “meta,” so to speak, or as knowledge, abilities and skills that reveal the meta-subject content of education. The dependence of key, universal, general, meta-subject competencies among themselves can be seen by building their hierarchy. In accordance with the division of educational content into general meta-subject (for all subjects), inter-subject (for a cycle of subjects or educational areas) and subject (for each academic subject), three levels are built:

• 1) key competencies - relate to the meta-subject content of education;
• 2) general subject competencies - relate to a certain range of academic subjects and educational areas;
• 3) subject competencies - private in relation to the two previous levels of competence, having a specific description and the possibility of formation within the framework of academic subjects.

R. Pastushenko, Associate Professor, Department of Humanitarian Education, Lviv Institute of Postgraduate Pedagogical Education, under meta-subject competencies proposes to understand “complexes of knowledge, understandings, skills and relationships that provide the ability to learn, cooperate, negotiate, and overcome conflict situations; maintain health of body and spirit; be self-determined and act independently; act productively with a creative approach to work."

After examining the various definitions, we can imagine m subject-specific competencies- basic, key, universal methods of action, abilities and skills that correspond to such fundamental goals and objectives of education as:

• - teach to acquire knowledge (teach to learn);
• - teach to live (teaching for being);
• - teach to live together (teaching for living together);
• - teach how to work and earn money (teaching for work);

Meta-subject competencies By A.V. Khutorskoy:

Value-semantic

These are competencies in the field of worldview related to the child’s value orientations, his ability to see and understand the world around him, navigate it, realize his role and purpose, be able to choose goals and meaning for his actions and actions, and make decisions. The individual educational trajectory of the child and the program of his life activity as a whole depend on them.

General cultural

The range of issues in relation to which the student must be well informed, have knowledge and experience of activities, these are the features of national and universal culture, the spiritual and moral foundations of human life and humanity, individual nations, the cultural foundations of family, social, public phenomena and traditions, the role of science and religion in human life, their influence on the world, competencies in the everyday, cultural and leisure sphere, for example, possession of effective ways to organize free time.

Educational and cognitive

This is a set of competencies in the field of independent cognitive activity, including elements of logical, methodological, general educational activity, correlated with real cognizable objects. This includes knowledge and skills in organizing goal setting, planning, analysis, reflection, and self-assessment of educational and cognitive activities. In relation to the objects being studied, the student masters creative skills of productive activity: obtaining knowledge directly from reality, mastering methods of action in non-standard situations, heuristic methods of solving problems. Within the framework of these competencies, the requirements of appropriate functional literacy are determined: the ability to distinguish facts from speculation, mastery of measurement skills, the use of probabilistic, statistical and other methods of cognition.

Information

With the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier) and information technologies (audio, video recording, e-mail, media, Internet), the ability to independently search, analyze and select the necessary information, organize , convert, save and transmit it. These competencies provide the child’s ability to act in relation to information contained in academic subjects and educational areas, as well as in the surrounding world.

Communication

They include knowledge of the necessary languages, ways of interacting with surrounding and distant people and events, skills in working in a group, and mastery of various social roles in a team. The student must be able to introduce himself, write a letter, questionnaire, application, ask a question, lead a discussion, etc.

Social and labor

They mean possession of knowledge and experience in the field of civil society activities (playing the role of a citizen, observer, voter, representative), in the social and labor sphere (the rights of a consumer, buyer, client, manufacturer), in the field of family relations and responsibilities, in economic issues and rights in the field of professional self-determination. The student masters the minimum skills of social activity and functional literacy necessary for life in modern society.

Personal self-improvement

Aimed at mastering methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. He masters ways of acting in his own interests and capabilities, which are expressed in his continuous self-knowledge, the development of personal qualities necessary for a modern person, the formation of psychological literacy, a culture of thinking and behavior. These competencies include personal hygiene rules, taking care of one’s own health, sexual literacy, and internal environmental culture. This also includes a set of qualities related to the basics of a person’s safe life.

In addition, there are interpretations of meta-subject competencies related to a specific age of children and level of education. For example, in a dissertation research E. P. Pozdnyakova, the author gives the following definition meta-subject competencies of junior schoolchildren- a system of universal educational activities that allows younger schoolchildren to productively perform regulatory, cognitive and communicative tasks. The dissertation author relied on the position of E. F. Zeera, according to which the implementation of competencies occurs in the process of performing various types of activities, which allowed us to distinguish regulatory, cognitive and communicative competencies.

Regulatory competence includes the ability to accept, maintain and follow goals in educational activities; the ability to act according to a plan and plan one’s activities; the ability to control the process and results of one’s activities, including the implementation of anticipatory control in collaboration with the teacher and classmates; the ability to adequately perceive grades and grades; the ability to distinguish between the objective difficulty of a task and the subjective difficulty; readiness to overcome difficulties; determination and perseverance in achieving goals; optimistic perception of the world.

Cognitive competence is represented by the ability to independently identify and formulate a cognitive goal; the ability to structure knowledge; the ability to search and select the necessary information; the ability to consciously and voluntarily construct a speech statement in oral and written form; the ability to choose the most effective ways to solve a problem depending on specific conditions; ability to formulate a problem; independently find ways to solve problems of a creative and exploratory nature; the ability to analyze objects in order to identify features; the ability to independently complete construction and fill missing components; abilities to choose grounds, criteria for comparison, seriation, classification of objects, establish cause-and-effect relationships, build logical chains of reasoning, put forward hypotheses and their justification.

Communicative competence consists of the ability to listen, hear and understand a partner; plan and coordinate joint activities; the ability to distribute roles, mutually control each other’s actions; negotiation skills; the ability to conduct a discussion, the ability to correctly express one’s thoughts in speech; respect your partner and yourself in communication and cooperation.

Meta-subject results. The modern form of the Federal State Educational Standards contains as a necessary requirement the provision, verification and assessment of meta-subject educational results of students.

The issues of developing key competencies, supra-subject skills, and mastering universal educational activities have become relevant even with the standards of previous generations, but for the first time the concept of “meta-subject results” received regulatory recognition only in the new standards of all levels of education.

TO meta-subject results These include universal methods of activity, formed during educational subject activity within the educational process, but simultaneously applied in real everyday situations: the ability to organize one’s leisure time, identify its goals and objectives, select means of achieving the goal and apply them in practice, evaluate the data received; the ability to independently find, analyze, select information, transform it, store, transmit and present it using modern technical means and information technologies; organize your life within the framework of socially significant views about a healthy lifestyle, the rights and responsibilities of citizens, cultural values, and social interaction; the ability to evaluate personal actions and the actions of others from the point of view of social norms; the ability to work with people, interact in teams while performing various social roles, present oneself, debate, write official papers, etc.; ability to navigate the world around us and make decisions.

Meta-subject results of educational activities- these are methods of activity that are applicable both within the educational process and when solving problems in real life situations, mastered by students on the basis of one, several or all academic subjects.

Meta-subject results- these are all the most important results education not separately, but in a system.

Meta-subject results- interdisciplinary concepts and universal educational actions mastered by students (regulatory, cognitive, communicative), the ability to use them in educational, cognitive and social practice, independence in planning and implementing educational activities and organizing educational cooperation with teachers and peers, building an individual educational trajectory.

Thus, meta-subject results in most definitions are revealed through the category "universal learning activities".

The most important task of the modern education system is the formation of a set of “universal educational actions” that ensure the competence of “teaching to learn”, the individual’s ability to self-development and self-improvement through the conscious and active appropriation of new social experience, and not only the mastery by students of specific subject knowledge and skills within individual disciplines .

Competence-based and system-activity approaches determine “universal learning activities”:

• - as generalized actions that generate a broad orientation of students in various subject areas of knowledge and motivation to learn;
• - built on the experience of implementing “knowledge in action” (“competence” as the ability to use acquired knowledge and skills in practice, readiness and motivation for effective action);
• - ensure the development of the individual through the formation of universal learning activities (ULA), which act as an invariant basis for the educational and upbringing process. UUDs are formed with the possibility of independent successful assimilation of new knowledge, skills and competencies, including the organization of assimilation, i.e. learning skills.

Universal nature of educational activities manifests itself in the fact that they:

• are supra-subject, meta-subject in nature;
• ensure the integrity of general cultural, personal and cognitive development and self-development of the individual;
• ensure continuity at all stages of the educational process;
• are the basis for the organization and regulation of any student’s activity, regardless of its specific subject content.
• provide stages of mastering educational content and developing the student’s psychological abilities.

Functions of universal educational actions:

• providing student opportunities on one's own;
• carry out teaching activities, set educational goals, search for and use the necessary means and ways to achieve them, monitor and evaluate the process and results of activities;
• creating conditions for the harmonious development of the individual and his self-realization based on readiness for lifelong education; ensuring the successful acquisition of knowledge, the formation of skills, abilities and competencies in any subject area.

The metasubject approach assumes that the child not only masters a system of knowledge, but masters universal methods of action and with their help will be able to obtain information about the world himself.

Taking into account the meta-subject approach, based on modern positions regarding the result of educational activities, educational technologies are presented in the following groups: subject, personal and meta-subject.

Subject technologies are determined by the requirements for results recorded in the additional educational program as basic knowledge, abilities, and skills of the chosen subject area. They are similar to learning technologies.

Personal technologies determine the student’s relationship to the task offered by the teacher; they involve a demonstration of mastery.

Meta-subject technologies are formed based on the fundamental property of the additional function of pedagogical means on the basis of existing pedagogical technologies, theoretically substantiated and proven in practice. The essence of this property is as follows: “in addition to the main function for the sake of which the pedagogical tool was designed, created and used, it objectively has another (or others), additional function, the presence of which was not initially intended or planned” Federal State Educational Standard for Basic General Education. M., 2010. 45 p.

Zueva M. L. Principles of implementation of pedagogical technologies for the formation of meta-subject results // Modernization of education as a condition for sustainable development. Yaroslavl, 2012. 144 p.

Bibliography

1. BES - Big encyclopedic dictionary / Ch. ed. A.M. Prokhorov. - M.: Sov. encyclopedia, 1994.

2. Kuzminov, Ya.I. Russian education - 2020: an education model for an innovative economy [Electronic resource] / Ya.I. Kuzminov, I.D. Fru-min [etc.]. - Access mode: http: //www.rost.ru/ news/2008/08/271750_14958.shtml

3. Leontiev, A.N. Selected psychological works: in 2 volumes / A.N. Leontyev. - M.: Pedagogy, 1983. - T. 1.

4. Leontyev, D.A. Human life world and the problem of needs / D.A. Leontiev // Psychological journal. - 1992. - No. 2. - P. 107-120.

5. Maslow, A.G. Motivation and personality / A.G. Maslow; lane from English A.M. Tatlybaeva. - St. Petersburg: Eurasia, 1999.

6. National educational initiative “Our New School” (approved by the President of the Russian Federation) [Electronic resource]. - Access mode: http://mon.gov.ru/dok/akt/6591

7. Pedagogical encyclopedic dictionary / Ch. ed. B.M. Bim-Bad; editorial board: M.M. Bezrukikh, V.A. Bolotov, L.S. Glebova [and others]. - M.: Great Russian Encyclopedia, 2002.

8. Sukhomlinsky, V.A. Conversation with a young school director / V.A. Sukhomlinsky. - Minsk: Universitetskoe, 1988.

9. Uznadze, D.N. Psychological research / D.N. Uznadze. - M.: Nauka, 1966.

10. Directory of school administration on the organization of the educational process / Comp. EAT. Muravyov, A.E. Bogoyavlenskaya. - M.: Center for Pedagogical Search, 2001.

UDC 37.G BBK 74.GG

T.F. Usheva

development of meta-subject competencies of students

This article is devoted to the problem of developing students’ meta-subject competencies: reflective, design, and communicative. The “Future of Siberia” program for high school students is presented, the goal of which is their personal self-determination. The feasibility and effectiveness of implementing a modular organization of the content of educational material and a collective method of organizing the educational process for the formation of supra-subject skills is proven.

Key words: meta-subject competencies; self-determination; modular organization

the development of such meta-disciplinian competences of schoolchildren

The article is devoted to the problem of the development of such meta-disciplinian competences of schoolchildren as reflective, projecting and communicative. The educational program “Future of Siberia” presented in the article is aimed at the self-determination of senior schoolchildren. The expediency and efficiency of modular organization of the teaching material and collective way of the organization of the educational process for the formation of the meta-disciplinian abilities and skills have been advocated for in the article.

Key words: meta-disciplinary competences; self-determination; modular organization

In connection with the transition to the new federal state educational standard of general education, the methodology of multicultural education acquires special importance.

The problem of developing multicultural education is relevant for all regions of Russia. The ideological, content, technological and linguistic components of multicultural education are consistent with the general tenets© Usheva T.F., 2011

trends in the development of Russian civilization, which historically united and integrated in its structure the national cultural traditions of the peoples of Russia.

Today, the idea of ​​Russia as a spontaneous community of many ethnocultural groups does not reflect either the interests of its multinational people or the goals of civil society and a federal state. Russian civil nation

Not a genetic-tribal and ethnosocial unity, but a territorial-political and national-cultural community.

A view of the Russian Federation as a multicultural, multilingual, multiconfessional state actualizes the problem of updating the content of education.

The new standard identifies the following competencies as the main educational results: subject, meta-subject and personal. At the same time, it must be emphasized that a focus on developing student competencies requires new quality programs and new educational technologies. The potential of a new quality, according to scientists, lies in meta-programs that provide content-ideological support and coordination of school education curricula through a holistic consideration of a set of areas, increasing the level of education of schoolchildren, expanding the range of personally significant problems, as well as a set of means for solving problems [Comma, 2009] .

The development of meta-subject competencies: reflective, design, communicative allows students to master activities both within the educational process and when solving problems in real life situations [Khutorskoy, 2003]. Solving the problems of developing such meta-subject competencies is possible within the framework of the “Future of Siberia” program.

The Future of Siberia program is intended for high school students and is aimed at their personal self-determination. Psychological readiness for self-determination is updated in high school and early adolescence.

The program is focused on developing the following competencies:

Reflexive - the ability to analyze oneself, identify and analyze the reasons for one’s behavior, as well as its effective parameters and mistakes made; adequate self-perception and understanding of one’s qualities in the present in comparison with the past, forecasting the prospects for one’s own development; self-determination in a work situation, the ability to maintain a collective task, the ability to accept responsibility for what is happening in the group, carry out step-by-step organization of activities, correlate results with the purpose of the activity [Bogin, 1993; Kvasova, 2007];

Communication - the ability to organize communication; analyze the interaction situation; work with written and oral text; mastery of ways to present oneself and one’s activities [Comma, 2009];

Design - the ability to plan and manage one’s own activities; possession of skills in monitoring and evaluating activities; the ability to accept responsibility for one's own actions; mastery of methods of joint activity [Shchedrovitsky, 1997].

The goal of the program: the formation of personal self-determination of schoolchildren in a multicultural environment.

Program objectives:

1. Creating conditions for schoolchildren’s communicative practice.

2. Formation of reflexive skills.

3. Mastering design activities by students.

The program is based on the following theoretical and methodological developments by domestic authors:

Subjective-activity approach to the process of formation of a subject in activity (A.V. Brushlinsky, A.N. Leontyev, S.L. Rubinshtein, V.I. Slobodchikov);

Theory of educational activity (V.V. Davydov, D.B. Elkonin);

Theories on the problems of long-term life self-determination (L.I. Bozhovich, I.S. Kon, A.V. Mudrik);

Cultural-historical theory of the origin of the psyche, the theory of internalization and the transition of joint actions to the internal plane, collectively distributed action

telnost (L.S. Vygotsky, P.Ya. Galperin, V.V. Rubtsov, G.A. Tsukerman);

System-activity methodology and research on the problems of reflection (G. Shchedrovitsky, N. G. Alekseev, I. N. Semenov, S. V. Kondratyeva);

Scientific works on the problems of collective training sessions and training in pairs of shift staff (V.K. Dyachenko, O.V. Zapyataya, V.B. Lebedintsev, M.A. Mkrtchyan, A.G. Rivin) [Mkrtchyan, 2001 ].

The content of the “Future of Siberia” program implements the idea of ​​a person-centered approach (L.S. Bratchenko, A. Maslow, K. Rogers) - developing personal potential, giving education personal meaning; child's activity in learning. The main way of learning in the process of mastering the program is the child’s own experience. The program is focused on developing universal skills in schoolchildren, which are the result of mastering theoretical knowledge, as well as the result of living in relevant sociocultural situations. The mentioned components are the most important components of a person’s psychological maturity and experience, which acts as a prerequisite for the inclusion of an individual in modern multicultural reality. The content of the program and the methods of its implementation are aimed at including the student in the process of self-knowledge, thereby creating conditions for the conscious identification and affirmation of one’s own position, and realizing the set goal - the student’s personal self-determination.

The program is built on a modular principle. A module is a relatively complete unit of educational content. Inside it are components that can be mastered in different sequences. The program is implemented in four modules [Novikov, 2005; Senko, 2009; Solovyova, 2003]:

1. I am the future of Siberia.

2. A new hero in culture and traditions.

3. Old traditions of a new era.

4. A conscious choice or a step into the future.

Each module has a special content for the student’s development, while all modules unfold chronologically in the same way. This allows you to secure the over-object

advanced skills of high school students and maintain the logic of the entire program.

reflections.

Design combines theoretical knowledge and implementation of an idea. Project preparation involves the use of an interdisciplinary approach, integrative analytics and communication techniques. During the design process, schoolchildren develop value orientations, understand the principles of activity, due to which the intentions of behavior turn into goals, thus, the activity becomes purposeful and conscious.

The basis of communication is dialogue (polylogue), in which there is a clash of different positions, where the subject, arguing his position, is forced to highlight both the basis of his own point of view and the basis of the point of view of his opponents. The focus on finding reasons is what remains in the individual consciousness after the completion of the current communicative situation [Pocheptsov, 2003].

The basis of reflection is the organization of dialogue with oneself through group interaction. This is a necessary property of the practical thinking of a teenager and high school student, whose task is to apply general knowledge to specific situations in reality. Reflection becomes the most important determining link between conceptual knowledge and personal experience. Without reflexive elaboration, the knowledge that makes up conceptual ideas “scatters” in the mind, and this does not allow them to become a direct guide to action. Reflection in activity is the process of mental (preliminary or retrospective) analysis of any problem, difficulty or success, as a result of which an understanding of the essence of the problem or difficulty arises and new prospects for resolving them are born. A reflective student is a student who analyzes, creatively explores his experience, and has predictive abilities. The subject of reflection in this case is

“I”, “Others”, “communication process” are included.

The result of “living” development processes is the personal self-determination of schoolchildren as a conscious act of identification and affirmation in problem situations. The program assumes both individual and group self-determination. With group self-determination, a corresponding goal of the group should appear both for the entire period of its development, and for each lesson separately.

The technological basis for the implementation of the content of the developmental program is collective classes (V.K. Dyachenko, B.V. Lebedintsev, M.A. Mkrtchyan), which involve the use of four methods of interaction: collective (organization of interaction in pairs of shift composition), group, individual, pair . During such interaction, schoolchildren have the opportunity to be active, show independence and take responsibility for the results of their activities.

The collective organization of the development process will ensure that schoolchildren master reflexive skills, since the nature of such interaction is built on subject-subject relationships. Collective classes include three successive stages [Mkrtchyan, 2001]:

Design;

Implementation of activities;

Reflection of activity.

Each method of organizing interaction is implemented through a variety of forms and methods in accordance with the goals of student development. Let us denote the essence of the main ones.

An organizational-activity game (OAG) is a special form of organizing the interaction of many students, which allows, through collective mental activity, to solve pressing problems of reality, the real life of schoolchildren [Shchedrovitsky, 1997].

In ODIs, participants have an excellent opportunity to occupy certain positions. To take a position, therefore, to arrogate to oneself for a while the right to be someone; arrogate to oneself the right to have another

look at the situation and take responsibility for it.

ODI simultaneously takes place in real and ideal realities. Real reality is the reality where some actions are performed, and ideal reality is the reality where reflection of these actions occurs. During reflection, reality stops, the participants in the game begin to comprehend what happened in real life before this stop.

Organization and conduct of organizational and activity games have a number of positive aspects:

Allows you to work with individual and collective thinking;

Make a reflexive exit in relation to your actions;

They give the student the opportunity to formulate a position and “own” standard of activity.

The ODI uses the methods of “Problematization,” “Schematization,” and “Creation and Analysis of Projects.”

Methodology "Problematization". To implement the content of each module, it is necessary to problematize existing ideas about the concepts of “history”, “responsibility”, “individual position”, “national culture”, “urban culture”, “symbol”, “holiday”, “hero”, “personality” , "future", etc.

A problem field of a working concept is set, in which many conflicting interactions arise between parts of the system and its elements, ultimately resulting in contradictions. Therefore, the path to improving the system of concepts (mastering), to increasing the degree of their ideality lies in the plane of identifying these contradictions, setting goals for their resolution and synthesizing solutions to the identified problems. The problem-tization should end constructively for the student. The way out of the problem field is the assigned tasks.

Methodology "Schematization". Students are asked to schematize, i.e. draw the simplest or most different situation possible. For example, depict on a diagram the organization of work of classmates in a momentary learning situation today or depict

reflect on a passage of text that you have read. You can use the reverse method. For example, to recreate possible events represented by a given diagram.

Methodology “Creation and analysis of projects”. This methodology is based on the equal role of teachers and students. The project group has a joint goal, jointly plans and takes steps to implement the plan, and jointly sums up the results. Analysis of the result and examination of the project are “feedback”, the basis for setting new tasks.

Reflection. Reflection is an individual form of organizing thinking. It can also be carried out in other forms of organizing interaction [Usheva, 2007]. Reflection is aimed at: understanding oneself: “I understand who I am and what I am”; another: “I understand how I differ from the Other”; conditioning of oneself: “I understand that what I think, do, feel is not accidental (including due to culture)”; conditioning of the other: “I understand that what the other thinks, does, feels is not accidental (including due to culture)”; willingness to live together with another: “I am ready to do something very good together with another (joint product)”; joint activity: “We live, create, act together.”

The results of the reflection are recorded by each participant in the program. A daily record of reflection is kept.

Methodology "Personal diary". In each module of the program, schoolchildren are offered work with a “Personal Diary”. This technique allows you to regularly plan your actions and analyze your achievements and difficulties. This form of reflection makes it possible to record personal results, which is important for self-determination. A “personal diary” may be different in appearance, but it should contain information about planning activities, an analysis of what has been done and entries that reflect the student’s understanding of his own position.

Positioning. As part of the program, participants have the opportunity to occupy certain positions. The position is not fully associated with the role. Role - must-

current position. A person who has a role has duties and responsibilities. Taking a position means for some time assigning to oneself the right to be someone, to have a different view of the situation. A student, while remaining himself, can take the position of “another” and analyze his strengths.

The most important position in the program is that of an active participant. The main task of the program participants is to act, to be active in both permanent and consolidated groups.

To implement the content of the program, permanent and consolidated (temporary) groups are needed.

A permanent small group is a primary group of schoolchildren, the composition of which remains unchanged. It is in a small group that all issues of the success of each student are considered and analyzed, and individual educational programs are drawn up. The purpose of the ongoing small group is to be a place of awareness, emphasis, and maximum resolution for each student.

Group reflection is organized in permanent small groups to implement the principle of trust in all participants in the reflection. You can use the following methods: “Comments”, “Mirror of the Day”, “Letters”, etc.

A consolidated small group is a temporary group of schoolchildren created to solve a specific problem. Such groups are creative workshops.

A creative workshop provides an opportunity for high school students to discuss or learn practical approaches to overcoming any situation. The emphasis is on practical aspects rather than theoretical ones. Work is carried out on individual narrow topics, and students develop certain skills.

“Collage” technique. This technique is intended for indirect self-expression. Collage (French Collage - gluing)

A technical technique in fine art, gluing onto any base materials that differ from it in color and texture, as well as a work entirely made using this technique. Concept and ideas, re-

realized in a collage are always voiced by students and comments are made. A collage can become a material for raising questions, reasoning, and problematizing.

Self-determination in this program is assumed both individual and group. During group self-determination, a corresponding goal of the group relative to the target settings of the module should appear. In other words, the group must understand what exactly it will do (not “must do”, not “wants to do”, not “can do”, but “will do”). For self-determination, the “Goal Setting” technique is used.

When working in groups, it is effective to use the “Presentation” technique. A slide presentation helps visualize the content. To focus attention on something, it is necessary to take into account for whom the information is intended (the peculiarity of these particular students who are in the audience), to maintain the goal (what purpose is pursued by the presentation), to track the basic action of students (what internal work is performed by students).

The “Presentation” technique can be carried out according to the following plan:

1. Presentation of the module topic.

2. Demonstration of logical connections of the entire program. Emphasis is placed on both the content and the leading activities of each module.

3. Carrying out a collective analysis of the main concept of the module. The concept is personalized and filled with its personal content.

4. Creating a situation of problematization with setting tasks to be solved within the framework of the program.

5. Setting tasks for each program participant. The tasks should be of an activity nature, with a specific result for the personality of each student.

6. Analysis of the initial situation. Based on the analysis of the initial situation and tasks, a goal is set.

7. Understanding your own capabilities.

8. Analysis of possible external resources.

9. Determination of the composition of project teams.

10. Presentation of the topics of the final projects.

The main expected result of the educational program “Future of Siberia” is the transition of schoolchildren’s competencies to a new level of development. Such a transition becomes possible as a result of the student’s awareness, understanding and qualitative assessment of the essence of certain methods of action presented in modern society. Awareness and understanding, in turn, are achieved through reflection mechanisms, based on knowledge and one’s own practical experience. The outcome indicators are specific cultural products created by schoolchildren within the framework of the program: reflective texts, projects, etc.

In the process of implementing the program, its participants master reflective skills, communication practice and experience in project activities, as well as the ability to make decisions and predict their consequences. Students acquire skills in analyzing their own activities (its progress and intermediate results), positioning and self-determination in a problem situation, and master collective communication techniques.

Bibliography:

1. Bogin, V.G. Teaching reflection as a way to form a creative personality / V.G. Bogin //Modern didactics: theory - practice / under scientific. ed. AND I. Lerner, I.K. Zhuravleva. - M.: Publishing House of the Institute of Theor. ped-ki and international. research in education Ros. Academician Education, 1993. - P. 153176.

2. Comma, O.V. General communication skills: experience of formation / O.V. Comma. - Krasnoyarsk: Polikom, 2009.

3. Kvasova, A.K. Reflection in the practice of collective training sessions / A.K. Kvasova, L.V. Bondarenko, D.I. Karpovich // Collective way of teaching. - 2007. - No. 9. - P. 91-103.

4. Mkrtchyan, M.A. Methodological considerations around the problems of creating new educational practice / M.A. Mkrtchyan// Practice of implementing an individual-oriented training system - Krasnoyarsk: KSPU, 2001. - P. 123-124.

5. Novikov, A. Contents of general education: from the school of knowledge to the school of culture / A. Novikov // Public education. - 2005. - No. 1. - pp. 39-45.

6. Pocheptsov, G.G. Theory of communication /G. G. Pocheptsov. - M.: Refl-book, 2003.

7. Senko, Yu.V. Style of pedagogical thinking in questions: textbook. allowance / Yu.V. Senko. - M.: Bustard, 2009.

8. Solovyova, M.R. Festive and ritual culture of Russian old-timers of Eastern Siberia. Trinity: manual / M.R. Solovyova. - Irkutsk: ISPU, 2003.

9. Usheva, T.F. Formation and monitoring of students’ reflective skills: a manual / T.F. Usheva. -Krasnoyarsk: Polikom, 2007.

10. Khutorskoy, A. Activity as the content of education /A. Khutorskoy // Public education. -2003. - No. 8. - pp. 107-114.

11. Shchedrovitsky, G. P. Philosophy. The science. Methodology /G. P. Shchedrovitsky. - M.: School of Cultural Policy, 1997.

1

Naumova M.V. 1

1 Federal State Budgetary Educational Institution of Higher Professional Education “BSPU named after. M. Akmulla"

1. Federal state educational standard for primary general education / Ministry of Education and Science of the Russian Federation. – M.: Education, 2010. – (second generation standards).

2. Khutorskoy A.V. Key competencies as a component of the personality-oriented paradigm of education//Public Education-2009-No.2-p.58-64.

3. On the development of key competencies in students when solving problems // Mathematics at school. – 2010. - No. 5. – P. 28-32.

4. Competence-based approach to solving inequalities // Mathematics: weekly supplement to gas. "First of September." – 2010. - No. 16. – P. 31-33.

5. Mathematics grades 5-11. Collective way of learning: lesson notes, entertaining tasks / author. I.V. Photina. – ed. 2nd. – Volgograd: Teacher, 2011.

6. Lebedev, O. Assessment of the results of school education during the transition to the Unified State Exam [Text] / O. Lebedev // Public education. – 2009. – No. 4. – P. 18-27.

7. Khutorskoy A.V. Meta-subject content and educational results: how to implement federal state educational standards (FSES) // http://www.eidos.ru/journal/2012/0229-10.htm

8. Khutorskoy A.V. Work with the meta-subject component of the new educational standard // Public education No. 4 2013 – p. 157-171.

This article describes the results of a conceptual analysis of meta-subject competence as a condition for the development of students’ mental activity in mathematics lessons in secondary school. The author's main attention is paid to the content of federal state educational standards in terms of the need to develop meta-subject competencies, as well as to methodological support for the development of competencies in secondary school students. The author provides many pedagogical methods for developing the mental activity of schoolchildren as recommendations. The findings of the study indicate the need to improve the education system and information and analytical support for meta-subject competence.

Introduction

The new Federal State Educational Standards (federal state educational standards) differ significantly from the previous ones. New requirements that are imposed on the results of students mastering the program imply a change in the content of education, based on the principles of meta-subject. According to the new requirements, students’ meta-subject educational results must not only be checked and assessed, but also ensured at the beginning. However, neither in the Federal State Educational Standards themselves, nor in the scientific literature, there is no clear definition of this concept. In this regard, we can state that there is a problem of uncertainty in the main aspects of meta-subject matter, as well as methodological support for its development among schoolchildren.

According to A.V. Khutorskoy, “the inclusion of meta-subject matter in general education standards is a progressive step, but the very essence of such content is not disclosed in the standards,” which especially emphasizes the relevance of the topic of this study.

In our work, relying on the works of famous scientists of modern domestic pedagogy (A.V. Khutorskoy, N.V. Gromyko, Yu.V. Gromyko, O.V. Lebedev), we tried to understand the meaning of the new generation of Federal State Educational Standards into the concept of meta-subject competencies. And, most importantly, how to develop the mental activity of students in mathematics lessons, based on these competencies. Thus, the purpose of this study was to study the conceptual foundations of meta-subject competencies and ways of their development in mathematics lessons in the context of modern state educational standards.

To achieve this goal, it is necessary, firstly, to consider the principles of scientific understanding of the integration of meta-subject matter into the educational process. Secondly, it is necessary to analyze the methodological support for the development of meta-subject knowledge in schoolchildren, in particular - specific methods and technologies for the development of mental activity. And, thirdly, by comparing the requirements for the formation of meta-subjects and the present content of the Russian education system, determine the priority directions for resolving the research problem.

Scientific understanding of the integration of meta-subjects into the educational process

In conditions of overload of modern educational content, the introduction of new educational standards remains a very problematic task. Therefore, we will try to consider the introduction of meta-subject competencies into the educational process from the point of view of scientific understanding.

Achieving meta-subject results, according to some scientists of modern pedagogy, is based on the formation of key competencies that can ensure effective activity in various spheres of human life. Thus, according to O. Lebedev, in order to achieve meta-subject educational results, “special pedagogical conditions are needed, the creation of which can be stimulated by the assessment of educational results.”

The new Federal State Educational Standards are precisely based on the activity-based nature of education, which sets the main goal of developing the student’s personality. The education system towards which modern society is developing is aimed at the formation of an intellectual, highly educated personality of the student.

A modern school must form in its students a holistic picture of the world, based on an understanding of the breadth of connections between all phenomena and processes occurring in the world. One of the reasons for the fragmentation of knowledge is the disunity of subjects and the lack of interdisciplinary communication.

In the modern world, integration is taking place in all areas of human knowledge and human activity: political, cultural, economic, information, etc. We can draw a disappointing conclusion that the division of the general picture of the world and the isolation of their study, the weak connection between subjects causes serious difficulties in the formation of a holistic picture of learning, and contributes to a limited perception of culture. Consequently, all educational subjects exist on their own and do not satisfy modern realities.

The education system is trying to keep up with the times and change at a rapid pace. This is a requirement of the modern information society, which is developing at an accelerated pace. Society has never known such growth in technology development. Therefore, the school faces the most difficult task - to prepare its pupils for a life about which it itself has no idea. The mission of modern education is not so much the assimilation of ready-made knowledge, but rather its provision of cognitive, general cultural, personal development, and the formation of students’ ability to learn. This is the main essence of the new educational standards.

Based on the Federal State Educational Standard, we will form the concept of meta-subject educational results. Meta-subject results of educational activities are methods applicable both within the educational process and in solving problems in real life situations, mastered by students on the basis of one, several or all academic subjects.

Thus, the introduction of a meta-subject approach into school education is an urgent need, because traditional means and methods of pedagogical activity do not correspond to modern realities and the level of development of technological progress. General education programs are built on the basis of more than half a century ago and do not set themselves the task of updating knowledge. The meta-subject approach offers such a reorganization of education when the student perceives knowledge not as information to be memorized, but as knowledge that he comprehends and can apply in life. Using this approach, the school is able to form in the child an idea of ​​the discipline as a system of knowledge about the world expressed in numbers (mathematics), bodies (physics), substances (chemistry), etc.

We can conclude: the meta-subject approach allows us to form a holistic personality of the student, as well as ensure continuity at all levels of education.

Analyzing the conceptual foundations of meta-subject competencies, firstly, let’s consider their classification given by A.V. Khutorsky:

• value-semantic competencies;
• general cultural competencies;
• educational and cognitive competencies;
• information competencies;
• communication competencies;
• social and labor competencies;
• personal self-improvement competencies.

We emphasize that, referring to this classification, the formation of meta-subject competencies is based on the formation of key competencies of schoolchildren.

Methodological support for the formation of meta-subject competencies

Meta-subject skills - assigned meta-methods, general educational, interdisciplinary (supra-subject) cognitive abilities and skills.

One of the areas for using such skills in mathematics is to strengthen the applied orientation, i.e. the emergence of a whole layer of practical problems. This kind of tasks appeared in the final test materials in mathematics (Unified State Examination, State Examination), these are tasks on the ability to use acquired mathematical knowledge in everyday life. These tasks allow you to develop meta-subject competencies and show the connection between mathematics and life, which leads to increased motivation to study the subject itself.

Let us give examples of classes of problems of this kind.

These are tasks on the topic “Energy Saving”. They need to calculate the amount the family pays for consumed electricity. The conditions offer current and past meter readings, as well as the cost of one kilowatt of electricity. Moreover, in the tasks of the Unified State Exam, the tariff is differentiated between day and night.

Problems related to shopping. In them you need to calculate: the number of objects, with a given amount of available money and the price of the product, the number of objects with an increase or decrease in price by a certain amount of percent.

Problems to find the amount of medicine a patient needs to take when the daily dose required by the patient is known. Problems of a statistical nature about finding a group of residents, based on the known number of all residents and the percentage composition of various groups. Problems of an economic nature about bank deposits or loans with a known interest rate.

There are separate tasks on the ability to use dependency graphs in everyday life (read graphs). Typically, such graphs are constructed using weather observations, statistical observations of sales on the stock market, the dependence of proportional physical quantities, and the course of chemical reactions.

Marketing tasks are also included in a separate task. They need to choose the most optimal one from the proposed options. These are tasks related to grocery baskets, the purchase of certain construction products, and the rating of household appliances.

Applied problems with physical or economic meaning. These problems do not provide a graphical interpretation of some dependencies of one quantity on another, but show the functional dependence of these quantities. For example, in them you need to find the monthly production volume at known costs and the amount of profit, or find the time of movement of an object according to a known law of motion, etc.

Let's look at how communicative competence can be developed in mathematics lessons. This is facilitated by group and pair work in the classroom. Working in small groups allows you to solve almost all didactic problems, from learning new material to consolidating and generalizing what you have learned. A very important condition when recruiting groups is to take into account the interpersonal relationships between its members, as well as the level of knowledge of all group members.

Such work requires the student to be collected and take into account many factors. When working in a group, you need to have time to work at the same pace, clearly formulate your thoughts, and take into account your capabilities to solve all the problems facing the group. Such work is simply necessary to develop the ability to work in a team, develop communication skills, learn rational behavior in conflicts, and apply a constructive solution to a problem that arises during the course of work.

For example, group work can be done in a generalization lesson when comparing different functions when exploring various functional dependencies.

Working in pairs is also effective for developing communicative competence. This form of work can be used for all stages of the lesson. Pairs with the same intellectual level should be formed, given individual tasks, and then mutually tested. To form a pair, it is advisable to combine a more prepared student with a weaker one. Such interaction develops a sense of responsibility for each other, and also teaches not to mix personal relationships and a business approach.

Active learning methods also help develop meta-subject competencies. One such method is a conference. Here, the primary role from preparation to conduct and summing up is given to students. The teacher plays the role of a consultant and organizer. Students develop the skill of working with other sources of information in addition to textbooks. This can be scientific and popular science literature, as well as sources taken from the Internet.

Conferences also significantly contribute to the development of oral speech and replenishment of the vocabulary, especially with words in a certain subject area. This is a rather complex form of work for intermediate level students. It is preferable to conduct it with high school students.

Since holding conferences entails quite a lot of time and organizational costs for both teachers and students, it is enough to hold them two or three times a year. For example, a conference can be held in geometry lessons to summarize the topic “Spatial Figures”.

Another form of active learning methods is workshops. In workshop technology, the emphasis is on acquiring knowledge through practical work. For example, a workshop could be conducted on the topic “Circumference”. The task is given to draw a circle, measure its length, this can be done with a thread, measure its diameter. Then find the ratio of the circumference to the diameter. Since everyone draws different circles, and the ratio of the circumference to the radius is the same for everyone, this leads students to think that this state of affairs always happens.

Thus, the number π is introduced and the formula for the circumference is derived. A workshop can also be held to reinforce the topic of a right triangle and the properties of a rectangle. The task may be as follows: how to “break” a house on the ground, having only available means (for example, rope and pegs), i.e. construct a rectangle and check whether the given figure is a rectangle.

In order to form value-semantic competencies in a child, it is necessary for him to clearly understand what knowledge he will receive in today’s lesson, what skills this topic is based on, the immediate prospects for applying the acquired knowledge, and where this knowledge will be needed in the future. To develop this type of competencies, certain techniques are applicable. In the first lesson of studying a new section, you need to review the entire topic, give an idea of ​​the place and role of the concepts being studied in the entire system of knowledge. It is imperative to organize independent work with the textbook. This could be a thesis of some theoretical material on a given topic or an independent detailed analysis of an example. All this allows you to deeply understand the material, learn to choose the main thoughts, the most important things in the topic.

To develop value-semantic competence, holding subject Olympiads is suitable. They always contain non-standard problems, the solution of which requires an integrated approach and comprehensive knowledge, both in mathematics and in other disciplines, for example, logic. Such tasks allow you to develop mathematical, algorithmic thinking, and the ability to present a problem visually and schematically. We can also say that this competence is associated with career guidance activities, since awareness of one’s strengths in this area and one’s interest subsequently helps in choosing a profession or at least a vector of self-realization.

General cultural competence is formed by solving word problems. By learning to solve word problems in mathematics, a child can transfer this skill to other sciences - physics, chemistry. What is important here is the ability to create a mathematical model of the process, formalize the problem, and develop it. In this case, the teacher is required to systematically work in this direction so that children gain experience of such work and comprehension of this experience.

To develop a vocabulary of terminological words that contribute to the development of oral speech in children, it is advisable to conduct mathematical dictations, including, for example, the correct spelling and pronunciation of numerals, as well as special mathematical terms.

Don’t forget about extracurricular activities, for example, inviting children to write fantasy stories and fairy tales. It is necessary to select text problems for solving in which numerical characteristics are written in hidden form, for example, use words instead of numbers: week, day, century, etc. or use numerals. It is also useful to solve problems with a hidden information part. These can be tasks with environmental, hygienic, household and other implications. When solving them, children should pay attention to the general cultural components of the task.

Cognitive interest underlies a positive attitude to life in general and to study in particular. If a person has formed such an interest, then the person actively seeks answers to the questions that he asks himself. Moreover, if the child is passionate, then a situation of success is created, the student experiences an emotional uplift, rejoices in his own knowledge and his luck in solving the issue. This type of competence develops especially effectively when entertaining, non-standard tasks, magic tricks, match relaying tasks, and historical tasks are offered for solution. For example, children really love, when learning the coordinates of a point, to build figures according to given coordinates.

Information competence is formed in the process of students mastering information technologies. But at the same time, the children should form a strong opinion that information technologies are used not only in computer science lessons, but also in all others. It is advisable to conduct integrated lessons in mathematics and computer science. The topic “Charts and Graphs” is very similar to the topic “Building graphs and charts in a spreadsheet processor.”

Social and labor competence is formed by solving tests and developing mental arithmetic skills.

The competence of personal self-improvement can be formed by solving problems that affect children’s self-awareness. For example, when you need to do a check, or if there is a condition to create an inverse problem to this one.

The formation of meta-subject competencies in mathematics lessons is facilitated not only by problem solving, but also by the following forms, methods and techniques:

• interactive technologies;
• collaboration method;
• design methods;
• use of ICT;
• activity approach;
• work on the algorithm, etc.

It is worth focusing on the method of projects related to person-oriented technologies. This is a way of organizing students’ independent work that combines research, reflective, and problem-based group work methods. Projects can be small, designed for one lesson, or quite voluminous, requiring students to prepare outside of class. As practice shows, the authors of the most interesting, extraordinary projects have higher rates of meta-subject competencies. Like other methods, the project method creates strong motivation for learning and self-education. The mandatory inclusion of presentations in this type of activity contributes to the formation of information competencies. Projects related to the history of mathematics “How the calendar was formed”, “Number systems”, “Golden ratio” are well developed.

To facilitate memorization, we can suggest the use of mnemonic techniques. So, when studying reduction formulas, you can easily remember whether the function changes or not. No, the head turns right to left, angles 0 and 180 degrees, yes up, down, angles 90, 270 degrees.

Yes, all of the above methods and means of educational activity did not appear yesterday; progressive, visionary teachers, over the past decades, have fragmentarily developed and included all these pedagogical technologies in their activities. But today such a training system should not be fragmented, but comprehensive.

How does a meta-subject lesson differ from a traditional one? What should you rely on?

We offer an algorithm for developing such a lesson:

1. Formation of the topic of the lesson.
2. Formation of subject, meta-subject goals of the lesson.
3. Identification of fundamental educational objects that students need to work on.
4. Determining the students' abilities on which to rely.
5. The basis of a meta-subject lesson will be some problematic educational situation.

The core of a creative meta-subject lesson is a problematic educational situation:

1. It is necessary to formulate one or more main problems that can help children express themselves. The problem must be posed in such a way that the student wants to solve it, i.e. arouse the interest of students. And the problem should be of a meta-subject nature.
2. Tasks for students should be clearly formulated at each stage of the lesson.
3. It is advisable to determine the specific educational product that should be obtained as a result.
4. It is imperative to think through how students reflect on their activities.
5. Carefully select diagnostics for the educational product created by the student.

Many components of educational and cognitive competencies have always been in the arsenal of mathematics teachers for decades. Science itself contributes to the formation of such skills as the ability to abstract, develop critical and algorithmic thinking, and analytically approach information.

Conclusion

Summing up the results of the study, we note that the introduction of meta-subject competencies in the educational process is the education system’s response to the demands of time and society, which require the school to educate its pupils in the ability to “act effectively outside of educational situations and plots” (V.A. Bolotov, V.V. Serikov). Mathematics teachers very quickly picked up this idea. Mathematics is the science of the fundamental structures of the real world. Over the centuries, the development of mathematics has contributed to the development of scientific and technological progress of all mankind. A mathematically educated person will easily apply its technologies in the study of any new problem for humans.

Let us emphasize once again that mathematics has wide applied applications. The task of the school of our century is not to foresee the future, but to create it today, investing all the knowledge, skills, professionalism and a piece of the soul of teachers into their students.

New Federal State Educational Standards, on the one hand, must be implemented, because they are legally approved, but on the other hand, we emphasize once again, they do not clearly define meta-subject competencies and, therefore, they need to be adjusted. The school will have to do both at the same time.

It is worth admitting that the teacher himself cannot do this. He needs scientific and methodological support and accompaniment. It is necessary to prepare teachers themselves for meta-subject teaching. Teachers need to identify what fundamental educational objects they can study within the framework of their subject, and reconsider the planning of educational material in relation to them. The next step is to diagnose the readiness of students. Then, having carried out a certain, sufficiently long training activity, diagnose the results of this activity and, based on the results, adjust your activities. All this is difficult to do at the level of teachers or even schools. Support is needed from experts in this field, professional scientists.

At the moment, it is still very early to talk about any results from the introduction of new Federal State Educational Standards. Scientists who have been developing meta-subject competencies for quite a long time show a good level of development of their students, proving that the education system is moving in the right direction. This means that it seems necessary to provide comprehensive methodological assistance to teachers from specialists, the guarantor of which can only be the state.

Thus, the essence of meta-subject competence, in our opinion, is not sufficiently developed and structured in the Federal State Educational Standards system. We state the need to improve the information, analytical and legal apparatus for ensuring meta-subject competencies, to which the Russian government has recently paid significant attention. Moreover, it is necessary to develop an effective methodological basis for the formation of meta-subject competencies in students, as well as special methodological projects for teachers. In other words, the educational system faces large-scale work to optimize the Federal State Educational Standard, the decisive factor of which should be an integrated approach.

Bibliographic link

Naumova M.V. META-SUBJECT COMPETENCIES AS A CONDITION FOR THE DEVELOPMENT OF THINKING ACTIVITY IN STUDENTS IN MATHEMATICS LESSONS IN SECONDARY SCHOOL // International Journal of Experimental Education. – 2014. – No. 7-1. – pp. 129-133;
URL: http://expeducation.ru/ru/article/view?id=5527 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"