Learning outcomes in accordance with fgos. What are meta-subject learning outcomes for fgos in elementary school and beyond

Planned subject results

Subject results - mastered by students in the course of studying academic subjects, the experience of specific activities for each subject area to obtain new knowledge, its transformation and application, as well as a system of fundamental elements scientific knowledge underlying the modern scientific picture of the world.

Subject results of mastering the main educational program primary general education, taking into account the specifics of the content of subject areas, including specific academic subjects , should reflect:

Philology

Russian language:

1) the formation of initial ideas about the unity and diversity of the linguistic and cultural space of Russia, about language as the basis of national identity;

2) students' understanding that the language is a phenomenon of national culture and the main means of human communication, awareness of the importance of the Russian language as the state language Russian Federation, language of interethnic communication;

3) the formation of a positive attitude to the correct oral and written speech as indicators of the general culture and civic position of a person;

4) mastering the initial ideas about the norms of the Russian and native literary language (orthoepic, lexical, grammatical) and the rules of speech etiquette; the ability to navigate the goals, objectives, means and conditions of communication, to choose adequate language tools for the successful solution of communication problems;

5) mastery of learning activities with language units and the ability to use knowledge to solve cognitive, practical and communicative problems.

Literary reading:

1) understanding of literature as a phenomenon of national and world culture, a means of preserving and transmitting moral values ​​and traditions;

2) awareness of the importance of reading for personal development; formation of ideas about the world, Russian history and culture, initial ethical ideas, concepts of good and evil, morality; successful learning in all academic subjects; formation of the need for systematic reading;

3) understanding the role of reading, the use of different types of reading (introductory, studying, selective, search); the ability to consciously perceive and evaluate the content and specifics of various texts, participate in their discussion, give and justify a moral assessment of the characters' actions;

4) achievement of the level of reading competence, general speech development necessary for continuing education, i.e. mastering the technique of reading aloud and to oneself, elementary methods of interpretation, analysis and transformation of artistic, popular science and educational texts using elementary literary concepts;

5) the ability to independently choose the literature of interest; use reference sources for understanding and obtaining additional information.

Foreign language:

1) the acquisition of initial communication skills in oral and written form with native speakers of a foreign language based on their speech capabilities and needs; mastering the rules of verbal and non-verbal behavior;

2) mastering the initial linguistic representations necessary for mastering oral and written speech at an elementary level foreign language, expanding linguistic horizons;

3) the formation of a friendly attitude and tolerance towards native speakers of another language on the basis of acquaintance with the life of their peers in other countries, with children's folklore and accessible samples of children's fiction.

Mathematics and Computer Science:

1) the use of basic mathematical knowledge to describe and explain the surrounding objects, processes, phenomena, as well as assess their quantitative and spatial relationships;

2) mastering the basics of logical and algorithmic thinking, spatial imagination and mathematical speech, measurement, recalculation, estimation and evaluation, visual representation of data and processes, recording and execution of algorithms;

3) the acquisition of initial experience in the application of mathematical knowledge to solve educational and cognitive and educational practical tasks;

4) the ability to perform oral and written arithmetic operations with numbers and numerical expressions, solve text problems, the ability to act in accordance with the algorithm and build the simplest algorithms, explore, recognize and depict geometric shapes, work with tables, diagrams, graphs and diagrams, chains, aggregates, represent, analyze and interpret data;

5) acquisition of initial ideas about computer literacy.

Social science and natural science (World around):

1) understanding the special role of Russia in world history, fostering a sense of pride in national achievements, discoveries, victories;

2) the formation of a respectful attitude towards Russia, the native land, one's family, history, culture, nature of our country, its modern life;

3) awareness of the integrity of the surrounding world, mastering the basics of environmental literacy, the elementary rules of moral behavior in the world of nature and people, the norms of health-saving behavior in the natural and social environment;

4) mastering available methods of studying nature and society (observation, recording, measurement, experience, comparison, classification, etc., with obtaining information from family archives, from surrounding people, in an open information space);

5) development of skills to establish and identify causal relationships in the surrounding world.

Fundamentals of the spiritual and moral culture of the peoples of Russia:

1) readiness for moral self-improvement, spiritual self-development;

2) acquaintance with the basic norms of secular and religious morality, understanding their significance in building constructive relationships in the family and society;

3) understanding the importance of morality, faith and religion in the life of a person and society;

4) the formation of initial ideas about secular ethics, about traditional religions, their role in the culture, history and modernity of Russia;

5) initial ideas about the historical role of traditional religions in the formation of Russian statehood;

6) the formation of the internal setting of the individual to act according to his conscience; education of morality based on freedom of conscience and religion, spiritual traditions of the peoples of Russia;

7) awareness of the value of human life.

Art:

art

1) the formation of initial ideas about the role of fine art in human life, its role in the spiritual and moral development of a person;

2) the formation of the foundations of artistic culture, including on the material of the artistic culture of the native land, the aesthetic attitude to the world; understanding of beauty as a value; needs for artistic creativity and communication with art;

3) mastering practical skills and abilities in the perception, analysis and evaluation of works of art;

4) mastering elementary practical skills in various types of artistic activity (drawing, painting, sculpture, artistic design), as well as in specific forms of artistic activity based on ICT (digital photography, video recording, animation elements, etc.).

Music:

The results of the study of the subject (music)

Personal Outcomes

1. Strengthening cultural, ethnic and civil identity in accordance with the spiritual traditions of the family and people.

2. The presence of an emotional attitude to art, an aesthetic view of the world in its integrity, artistic and original diversity.

3. Formation of the personal meaning of comprehension of art and expansion of the value sphere in the process of communication with music.

4. The acquisition of the initial skills of socio-cultural adaptation in the modern world and a positive self-assessment of one's musical and creative abilities.

5. Development of motives for musical and educational activities and the realization of creative potential in the process of collective music-making.

6.Productive cooperation (communication, interaction) with peers in solving various creative problems, including musical ones.

7. Development of spiritual, moral and ethical feelings, emotional responsiveness, understanding and empathy, respect for the historical and cultural traditions of other peoples.

8. The formation of initial ideas about the role of music in human life, its role in the spiritual and moral development of a person.

9. The formation of the foundations of musical culture, including on the material of the musical culture of the native land, the development of artistic taste and interest in musical art and musical activity.

10. The ability to perceive music and express one's attitude to a piece of music.

11. The use of musical images in the creation of theatrical and musical-plastic compositions, the performance of vocal and choral works, in improvisation.

SUBJECT.

Evaluation of subject results is an assessment of the achievement by students of the planned results in individual subjects.

The achievement of these results is ensured by the main components of the educational process - the subjects presented in the mandatory part of the curriculum. In accordance with the understanding of the essence educational outcomes laid down in the Standard, the subject results include:

Fundamentals of the system of scientific knowledge

· Experience of "subjective" activities to obtain, transform and apply new knowledge

Subject and meta-subject actions with educational material

The achievement of these subject results is assessed both during the current and intermediate assessment, and during the implementation of the final verification work.

One of the most adequate tools for assessing the dynamics of educational achievements is the student's portfolio. A portfolio of achievements is not only a modern, effective form of assessment, but also an effective tool for solving a number of important pedagogical tasks, allowing:

Maintain high learning motivation of students;

Encourage their activity and independence, expand opportunities for learning and self-learning;

· to develop the skills of reflective and evaluative activity;

to form the ability to learn - to set goals, plan and organize their own learning activities.

A portfolio of achievements is a specially organized collection of work that demonstrates the student's efforts, progress, and achievements in various areas. The portfolio may include the results achieved by the student not only in the course of educational activities, but also in other forms of activity: creative, social, communicative, physical culture and health, labor activities, both within the framework of everyday school practice and beyond.

In the portfolio of achievements of primary school students, which is used to assess the achievement of planned results, it is advisable to include the following materials:

1. Selections of children's work

2. Results of initial diagnostics

3. Materials of the current evaluation: observation sheets, evaluation sheets

4. Results and materials of thematic works

5. Results and materials of the final control

6. Achievements in extracurricular activities

(by items on the slide)

The features of the assessment system are:

· an integrated approach to assessing the results of education (assessment of subject, meta-subject and personal results of general education);

· the use of the planned results of mastering the basic educational programs as a substantive and criteria-based assessment base;

· assessment of the success of mastering the content of individual subjects on the basis of a system-activity approach, manifested in the ability to perform educational, practical and educational and cognitive tasks;

assessment of the dynamics of educational achievements of students;

· a combination of external and internal evaluation as a mechanism for ensuring the quality of education;

· the use of personalized procedures for the final assessment and certification of students and non-personalized procedures for assessing the state and trends in the development of the education system;

· a tiered approach to the development of planned results, tools and their presentation;

The use of a cumulative assessment system (portfolio), which characterizes the dynamics of individual educational achievements;

Use along with standardized written or oral work of such forms and methods of assessment as projects, practical work, creative work, introspection, self-assessment, observation, etc.;

· the use of contextual information about the conditions and features of the implementation of educational programs in the interpretation of the results of pedagogical measurements.

Achievement of subject results is provided at the expense of the main educational subjects. Therefore, the object of evaluation of subject results is the ability of students to solve educational and cognitive and educational and practical tasks.

Evaluation of the achievement of subject results is carried out both during the current and intermediate assessment, and during the implementation of the final verification work. The results of the accumulated assessment obtained during the current and intermediate assessment are recorded in the form of a portfolio of achievements and are taken into account when determining the final assessment. The subject of the final assessment of the mastering by students of the main educational program of primary general education is the achievement of subject and meta-subject results of primary general education necessary for continuing education.

The main instrument of the final assessment is the final complex work - a system of tasks of various levels of complexity in reading, Russian, mathematics and the world around.

In the educational process, the assessment of subject results is carried out using diagnostic work(intermediate and final), aimed at determining the level of development of the topic by students. The results of the three final works- in the Russian language, native language, mathematics - and the final comprehensive work on an interdisciplinary basis.

Forms of control and accounting for the achievements of students

Mandatory forms and methods of control

Other forms of accounting for achievements

current attestation

final (quarter, year) certification

lesson activity

extracurricular activities

oral questioning

written independent work

· dictations

・Checkout

· test tasks

· graphic work

statement

creative work

diagnostic control work

· dictations

statement

control of reading technique

analysis of the dynamics of current performance

participation in exhibitions, competitions, competitions

activity in projects and programs of extracurricular activities

creative report

portfolio

analysis of psychological and pedagogical research

Personal learning outcomes

Currently, the result of education is not just the acquisition of knowledge, but the cognitive and personal development of students. The new federal educational standard is based for the first time on a system-activity approach that ensures the construction of the educational process, taking into account the individual, age, psychological, physiological characteristics and health of students. According to the Federal State Educational Standard, along with the subject and meta-subject learning outcomes, for the first time, the requirements for personal results, which are formed in educational process.

The personal results indicated in the Standard can be defined as mental neoplasms, that is, qualitative features of the psyche that first appear in a given age period and determine the child's consciousness, his attitude to the environment, to inner and outer life. By the end of school, such neoplasms become personal and professional self-determination, that is, a formed worldview, readiness and ability for self-development, self-education and self-education throughout life, independent and independent determination of life goals and the choice of a future profession.

It should be noted that personal results, subject and meta-subject results of learning cannot be separated from each other and represent a triune task of modern education.

Standards for basic general education establish requirements for personal results

• readiness and ability of students to self-development and personal self-determination;
• the formation of their motivation for learning and purposeful cognitive activity;
• systems of meaningful social and interpersonal relationships;
• value-semantic attitudes that reflect personal and civic positions in activities, social competencies, legal awareness;
• the ability to set goals and build life plans;
• the ability to understand Russian identity in a multicultural society.

According to the standardPersonal Outcomesshould reflect:

1) education of Russian civil identity: patriotism, respect for the Fatherland, past and present of the multinational people of Russia; awareness of one's ethnicity, knowledge of the history, language, culture of one's people, one's region, cultural heritage the peoples of Russia and mankind; fostering a sense of responsibility and duty to the Motherland;

2) the formation of a responsible attitude to learning, this is the readiness and ability of students for self-development and self-education based on the motivation for learning and knowledge, conscious choice and building a further individual trajectory of education based on orientation in the world of professions and professional preferences, as well as the formation of a respectful attitude to work , development of experience of participation in socially significant work;

3) the formation of a holistic worldview that corresponds to the current level of development of science and social practice, taking into account the social, cultural, linguistic, spiritual diversity of the modern world;

4) the formation of a conscious, respectful and benevolent attitude towards another person, his opinion, worldview, culture, language, faith, citizenship, history, culture, religion, traditions, languages, values ​​of the peoples of Russia and the peoples of the world; readiness and ability to conduct a dialogue with other people and achieve mutual understanding in it;

5) development of social norms, rules of conduct, in groups and communities, including adults and social communities; participation in school self-government and public life within the limits of age competencies, taking into account regional, ethno-cultural, social and economic characteristics;

6) the development of moral consciousness and competence in solving moral problems based on personal choice, the formation of moral feelings and moral behavior, a conscious and responsible attitude to one's own actions;

7) the formation of communicative competence in communication and cooperation with peers, children of the older and younger age, adults in the process of educational, socially useful, teaching and research, creative and other activities;

8) formation of the value of a healthy and safe lifestyle; mastering the rules of individual and collective safe behavior in emergency situations threatening the life and health of people, rules of conduct in transport and on the roads;

9) formation of the foundations of ecological culture corresponding to the modern levelecological thinking, developmentexperience of environmentally oriented reflective-evaluative and practical activities in life situations;

10) awareness of the importance of the family in the life of a person and society, acceptance of the value family life respectful and caring attitude towards family members;

11) the development of aesthetic consciousness through the development of the artistic heritage of the peoples of Russia and the world, creative activity of an aesthetic nature.

There have been changes in society in the understanding of the goals of education and the ways of their implementation. The result of education in elementary school should be the formation of the "ability to learn" in students. The school should form universal learning activities for the application of knowledge, skills and abilities in any life situation, provide an opportunity for each student to independently carry out learning activities. At the same time, it is preciselypersonal universal learning activities, formed in accordance with the standards, allow the individual to determine the socially demanded tasks as significant.

Personal UUD is divided into 3 blocks:

1) self-determination;

2) sense formation;

3) moral and ethical assessment.

SELF-DETERMINATION

In elementary school, the formation of personal universal actions should be realized through the development of self-determination tasks in the student: “I know ...”; "I can..."; "I'm creating..."; "I aim to...".

One of the components of personality competence is the development of self-esteem, which is necessary as a basic component.

The formation of ethnic identity occurs through analysis folk tales, epics, folklore, through local history. Civil identity is formed by the study of material about the history of Russia, Russian symbols.

MEANING FORMATION

The second block is connected with the meanings of educational activity. The meaning and motives of the teaching play a decisive role. After all, the problem is a sharp decrease in school motivation, children do not show activity, initiative. The task of the school is to form the ability to set educational goals and determine the motives for achieving them. For example, while working on A. Barto's poem "I grew up", school motivation is actively formed;

Conversations about school, success in school or extracurricular activities, the widespread use of ICT all contribute to the formation of personal motivation.

MORAL AND ETHICAL ASSESSMENT

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

It is necessary to learn to evaluate and explain simple situations and unambiguous actions as “good” or “bad” from the standpoint of generally accepted moral rules, from the standpoint of the importance of caring for health and nature, to separate the assessment of an act from the assessment of the person himself. All subjects contribute to this.

For example, in the lessons of literary reading, personal universal actions are formed through tracing the "fate of the hero"; based on comparing your "I" with the characters literary works; through the interpretation of the text; statements of their attitude to what they read with argumentation; analysis of characters and actions of heroes; formulation of the conceptual information of the text. What is the wisdom of this tale? Why did the writer decide to tell his readers this story? Find words that express the main idea story."

At the lessons "The world around us" - we need to teach schoolchildren to explain their attitude to the world. This approach allows the teacher not to impose a “correct” attitude to the environment, but to correct the child’s worldview, his moral attitudes and values, through the questions “In what pictures does a person behave like a rational being? Where does he behave unreasonably? Explain why you think so. Formulate your own rules for healthy eating and explain their meaning. slide 2

Requirements for personal results Readiness and ability of students for self-development and personal self-determination; Formation of their motivation for learning and purposeful cognitive activity; Systems of meaningful social and interpersonal relationships; Value-semantic attitudes that reflect personal and civic positions in activities, social competencies, legal awareness; The ability to set goals and build life plans; The ability to comprehend Russian identity in a multicultural society.

Personal results of mastering the OOP Education of Russian civic identity. Formation of a responsible attitude to learning. Formation of a holistic worldview. Formation of a conscious respectful and benevolent attitude towards another person. Mastering social norms and rules of behavior. The development of moral consciousness. Formation of communicative competence. Formation of the value of a healthy and safe lifestyle. Formation of the foundations of ecological culture. Awareness of the importance of the family in human life and society. The development of aesthetic consciousness.

Personal universal learning activities Personal UUD self-determination sense formation moral and ethical assessment

Formation of personal results Lessons in all subjects The process of self-education The educational system of the school Extracurricular activities

Regulatory UUD

1. The ability to independently determine the goals of one's learning, set and formulate new tasks for oneself in study and cognitive activity, develop the motives and interests of one's cognitive activity (FGOS OOO p. 10). Thus, as planned meta-subject results, it is possible, but not limited to the following, a list of what the student will be able to:

• analyze existing and plan future educational outcomes;
• identify own problems and determine the main problem;
• put forward versions of the solution to the problem, formulate hypotheses, anticipate the final result;
• set the goal of the activity based on a specific problem and existing opportunities;
• formulate learning objectives as steps to achieve the goal of the activity;
• justify targets and priorities with references to values, indicating and justifying the logical sequence of steps.

2. The ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve educational and cognitive tasks (FGOS OOO p. 10). The student will be able to:

• determine the action(s) in accordance with the educational and cognitive task, draw up an algorithm of actions in accordance with the educational and cognitive task;
• to substantiate and carry out the choice of the most effective ways of solving educational and cognitive problems;
• determine / find, including from the proposed options, the conditions for the implementation of the educational and cognitive task;
• build life plans for the short-term future (state targets, set adequate tasks for them and propose actions, indicating and justifying the logical sequence of steps);
• choose from those offered and independently seek means / resources to solve the problem / achieve the goal;
• draw up a plan for solving the problem (project implementation, research);
• identify potential difficulties in solving educational and cognitive tasks and find means to eliminate them;
• describe your experience, formalizing it for transfer to other people in the form of a technology for solving practical problems of a certain class;
• plan and adjust your individual educational trajectory.

3. The ability to correlate their actions with the planned results, to monitor their activities in the process of achieving the result, to determine the methods of action within the framework of the proposed conditions and requirements, to adjust their actions in accordance with the changing situation (FGOS OOO p. 10). The student will be able to:

• determine, together with the teacher and peers, the criteria for the planned results and the criteria for evaluating their educational activities;
• to systematize (including choosing priority) criteria for planned results and evaluation of their activities;
• select tools for evaluating their activities, exercise self-control of their activities within the framework of the proposed conditions and requirements;
• evaluate their activities, arguing the reasons for achieving or not achieving the planned result;
• find sufficient funds to carry out educational activities in a changing situation and / or in the absence of a planned result;
• working according to its plan, make adjustments to current activities based on an analysis of changes in the situation in order to obtain the planned characteristics of the product/result;
• establish a relationship between the obtained characteristics of the product and the characteristics of the process of activity, upon completion of the activity, propose a change in the characteristics of the process to obtain improved product characteristics;
• compare your actions with the goal and, if necessary, correct errors yourself.

4. The ability to assess the correctness of the implementation of the educational task, one's own ability to solve it (FGOS OOO p. 10). The student will be able to:

• determine the criteria for the correctness (correctness) of the educational task;
• analyze and justify the use of appropriate tools to complete the learning task;
• freely use the developed criteria for assessment and self-assessment, based on the goal and available criteria, distinguishing the result and methods of action;
• to evaluate the product of its activity according to predetermined and/or independently determined criteria in accordance with the purpose of the activity;
• justify the achievability of the goal in the chosen way based on an assessment of its internal resources and available external resources;
• fix and analyze the dynamics of their own educational results.

5. Possession of the basics of self-control, self-assessment, decision-making and the implementation of a conscious choice in educational and cognitive activities (FGOS OOO p. 10). The student will be able to:

• observe and analyze their educational and cognitive activities and the activities of other students in the process of mutual verification;
• correlate the actual and planned results of individual educational activities and draw conclusions
• make decisions in a learning situation and be responsible for it;
• independently determine the reasons for their success or failure and find ways out of the situation of failure;
• retrospectively determine what actions to solve the learning problem or the parameters of these actions led to the receipt of the existing product of learning activities;
• demonstrate methods of regulation of psychophysiological/emotional states to achieve the effect of calming (eliminating emotional tension), the effect of recovery (weakening the manifestations of fatigue), the effect of activation (increasing psychophysiological reactivity).

Cognitive UUD

6. The ability to define concepts, create generalizations, establish analogies, classify, independently choose the grounds and criteria for classification, establish cause-and-effect relationships, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions (FGOS OOO p. 10 ). The student will be able to:

• select words subordinate to the keyword, defining its features and properties (sub-ideas);
• build a logical chain keyword and the words subordinated to it;
• highlight the sign of two or more objects or phenomena and explain their similarity;
• combine objects and phenomena into groups according to certain characteristics, compare, classify and generalize facts and phenomena;
• distinguish a phenomenon from the general range of other phenomena;
• to determine the circumstances that preceded the emergence of a connection between phenomena, to single out from these circumstances the determinants that can be the cause of this phenomenon, to identify the causes and consequences of phenomena;
• build reasoning from general patterns to particular phenomena and from particular phenomena to general patterns;
• build a reasoning based on a comparison of objects and phenomena, while highlighting common features;
• present the information received, interpreting it in the context of the problem being solved;
• independently indicate information that needs to be verified, propose and apply a method for verifying the accuracy of information;
• verbalize the emotional impression made on him by the source;
• explain the phenomena, processes, connections and relationships revealed in the course of cognitive and research activities(give an explanation with a change in the form of presentation; explain, detailing or summarizing; explain with given point vision);
• identify and name the causes of an event, phenomenon, including possible causes/most probable causes, possible consequences a given cause, independently carrying out a cause-and-effect analysis;
• make a conclusion based on a critical analysis of different points of view, confirm the conclusion own argumentation or self-generated data.

7. The ability to create, apply and transform signs and symbols, models and schemes for solving educational and cognitive problems (FGOS OOO p. 10). The student will be able to:

• designate an object and / or phenomenon with a symbol and a sign;
• determine logical connections between objects and / or phenomena, designate these logical connections using signs in the diagram;
• create an abstract or real image of an object and/or phenomenon;
• build a model/scheme based on the conditions of the problem and/or the method of solving the problem;
• create verbal, material and informational models highlighting the essential characteristics of the object to determine how to solve the problem in accordance with the situation;
• transform models in order to identify general laws that define this subject area;
• translate complex (multi-aspect) information from a graphic or formalized (symbolic) representation into a textual representation, and vice versa;
• build a scheme, an action algorithm, correct or restore a previously unknown algorithm based on existing knowledge about the object to which the algorithm is applied;
• build evidence: direct, indirect, by contradiction;
• analyze / reflect on the experience of developing and implementing an educational project, research (theoretical, empirical) based on the proposed problem situation, the set goal and / or the specified criteria for evaluating the product / result.

8. Semantic reading (FGOS OOO p. 10). The student will be able to:

• find the required information in the text (in accordance with the goals of their activities);
• navigate the content of the text, understand the holistic meaning of the text, structure the text;
• establish the relationship of the events, phenomena, processes described in the text;
• summarize the main idea of ​​the text;
• transform the text, "translating" it into another modality, interpret the text (fiction and non-fiction - educational, popular science, informational, non-fiction text);
• critically evaluate the content and form of the text.

Communicative UUD

9. Ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution and resolve conflicts based on the coordination of positions and consideration of interests; formulate, argue and defend one's opinion (FGOS OOO p. 10). The student will be able to:

• identify possible roles in joint activities;
• play a role in joint activities;
• take the position of the interlocutor, understanding the position of the other, distinguish in his speech: opinion (point of view), evidence (arguments), facts; hypotheses, axioms, theories;
• identify their actions and the actions of a partner that contributed to or hindered productive communication;
• build positive relationships in the process of educational and cognitive activities;
• defend one's point of view correctly and reasonably, in a discussion be able to put forward counterarguments, rephrase one's thought (possession of the mechanism of equivalent replacements);
• be critical of your opinion, with dignity recognize the fallacy of your opinion (if any) and correct it;
• offer an alternative solution in a conflict situation;
• highlight a common point of view in the discussion;
• agree on the rules and issues for discussion in accordance with the task assigned to the group;
• organize learning interaction in a group (define common goals, distribute roles, negotiate with each other, etc.);
• within the framework of the dialogue, eliminate gaps in communication caused by misunderstanding / rejection on the part of the interlocutor of the task, form or content of the dialogue.

10. The ability to consciously use speech means in accordance with the task of communication to express one's feelings, thoughts and needs; planning and regulation of their activities; possession of oral and written speech, monologue contextual speech (FGOS LLC p. 10). The student will be able to:

• determine the task of communication and, in accordance with it, select speech means;
• select and use speech means in the process of communication with other people (dialogue in pairs, in a small group, etc.);
• present in oral or written form a detailed plan of their own activities;
• observe the norms of public speech and the rules in the monologue and discussion in accordance with the communicative task;
• express and justify an opinion (judgment) and request the opinion of a partner within the framework of a dialogue;
• make a decision during the dialogue and coordinate it with the interlocutor;
• create written "clichéd" and original texts using the necessary speech means;
• use verbal means (means of logical connection) to highlight the semantic blocks of your speech;
• use non-verbal means or visual materials prepared/selected under the guidance of a teacher;
• make an estimated conclusion about the achievement of the goal of communication immediately after the completion of the communicative contact and justify it.

11. Formation and development of competence in the field of the use of information and communication technologies (hereinafter referred to as ICT competencies) (FGOS LLC p. 10). The student will be able to:

• purposefully seek and use information resources necessary for solving educational and practical problems using ICT tools;
• choose, build and use an adequate information model to convey their thoughts by means of natural and formal languages ​​in accordance with the conditions of communication;
• highlight the informational aspect of the problem, operate with data, use a model for solving the problem;
• use computer technologies (including the selection of software and hardware tools and services adequate to the task) to solve information and communication educational tasks, including: calculation, writing letters, essays, reports, abstracts, creating presentations, etc.;
• use information in an ethical and legal manner;
• create information resources of various types and for different audiences, observe information hygiene and information security rules.

Cognitive UUD

12. Formation and development of ecological thinking, the ability to apply it in cognitive, communicative, social practice and professional orientation (FGOS OOO p. 10). The student will be able to:

• determine their attitude to the natural environment;
• analyze the influence of environmental factors on the habitat of living organisms;
• conduct a causal and probabilistic analysis of environmental situations;
• predict changes in the situation when the action of one factor changes to the action of another factor;
• distribute ecological knowledge and participate in practical affairs for the protection of the environment;
• express their attitude to nature through drawings, essays, models, design work.

Description of the presentation on individual slides:

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Orientation to the results of education is the most important component of the structure of the Federal state educational standards second generation. In accordance with this fundamental difference, the structure, content and methods of applying standards in the educational process have changed.

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The main documents that make up the regulatory package of the Federal State Educational Standards are the Requirements for the structure of the main general educational programs, Requirements for the results of their development (the results of general education), Requirements for the conditions for the implementation of educational programs.

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The concept of the Federal State Educational Standard specifies the requirements for the results of mastering the main general education programs, which are structured according to the key tasks of general education and include Subject results - the assimilation by students of specific elements of social experience studied within a separate academic subject, that is, knowledge, skills, experience in solving problems, experience of creative activity; Meta-subject results - methods of activity mastered by students on the basis of one, several or all academic subjects, applicable both within the framework of the educational process and in solving problems in real life situations process, the educational process itself and its results.

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Subject learning outcomes The requirements for subject learning outcomes are reflected in the document “The Fundamental Core of the Content of General Education”. It indicates the main elements of scientific knowledge in each subject studied in high school. These results are traditionally prescribed in all methodological manuals, published in a large number in any school discipline. Subject knowledge is tested in USE tests and the OGE, and therefore it is to them that teachers are used to paying the most (well, if not the only) attention. Unfortunately, most parents also still evaluate the work of the school from the point of view of subject knowledge, not attaching due importance to the development of universal learning skills and personal growth children.

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Meta-subject learning outcomes The ability to independently determine the goals of one's learning, set and formulate new tasks for oneself in study and cognitive activity, develop the motives and interests of one's cognitive activity; The ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve educational and cognitive problems; The ability to correlate their actions with the planned results, to control their activities in the process of achieving the result, to determine the methods of action within the framework of the proposed conditions and requirements, to adjust their actions in accordance with the changing situation;

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Meta-subject learning outcomes The ability to assess the correctness of the implementation of the educational task, one's own ability to solve it; Possession of the basics of self-control, self-assessment, decision-making and the implementation of a conscious choice in educational and cognitive activities; The ability to define concepts, create generalizations, establish analogies, classify, independently choose the grounds and criteria for classification, establish cause-and-effect relationships, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions; The ability to create, apply and transform signs and symbols, models and schemes for solving educational and cognitive problems;

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Meta-subject learning outcomes Semantic reading; Ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution and resolve conflicts based on the coordination of positions and consideration of interests; formulate, argue and defend your opinion; The ability to consciously use speech means in accordance with the task of communication to express one's feelings, thoughts and needs, planning and regulating one's activities; possession of oral and written speech, monologue contextual speech; Formation and development of competence in the use of information and communication technologies; Formation and development of ecological thinking, the ability to apply it in cognitive, communicative, social practice and professional orientation.

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Personal learning outcomes modern education becoming more and more person-centered. Society comes to understand that the true result of education is not just the acquisition of knowledge, but the cognitive and personal development of students in the educational process. There is a merging of pedagogical and psychological goals of training and education.