Formation of planning skills. Individualization of preschool children. Formation of the ability to plan independent activities in preschool children. Why do I dream of people who have passed away?

TARGET:

Tasks:

1. Define information society, information culture;

2. To promote the development in students of the ability to plan the structure of actions to achieve a goal, the ability to build information models for describing objects and systems, organize the search for information necessary to solve a given problem; instill the skills of timely access to a computer when solving problems from different subject areas;

3. Cultivate the communication discipline of people - users, develop the ability to find a common language with any interlocutor.

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INFORMATIZATION OF SOCIETY

LESSON #1

TARGET: To define the concept of “informatization of society”, to determine the main stages of development of technological history, to determine the need to form an operational style of thinking of a modern person for his full life in the modern information society.

Tasks:

1. Org. moment

1. New material

• Stage I: era material society resources
• Stage II: ;
• Stage III: information age

No wonder that

1. Consolidation

1. Conclusion

1. Homework

MEMO: HOW TO DEVELOP OPERATIONAL THINKING

1. The ability to plan the structure of actions necessary to achieve a goal.

It is necessary to plan not only the actions as such, but also the information and technical resources used in these actions. The ability to plan is important in any scientific research, in any production, in the army, in public life, at home…

1. Ability to build information models to describe objects and systems.

This skill is very important for most effective implementation decisions. This skill is necessary in any scientific research, in any design or technological development to create a new object (the creation of which can be expensive or dangerous).

1. The ability to organize the search for information necessary to solve a given problem.

Solving a problem becomes effective only when the amount of information required for the solution is correctly determined and its search is correctly organized. Huge information funds make it extremely important to be able to correctly determine what information is needed and where to look for it. This skill is necessary in any scientific, creative, technical work, regardless of where and how the information is stored: in an archive, library, file cabinet or in computer memory.

1. Discipline and structure linguistic means communications.

This quality means the ability to correctly, clearly and unambiguously formulate a thought in a form understandable to the interlocutor or correctly understand an information message. Any inaccuracy in the formulation of a task intended to be solved on a computer entails a distortion of meaning and an error. The absence of this quality in people's attitudes greatly complicates dialogue. Interlocutors who are able to find mutual language with every.

If this skill has not been developed, then even an intelligent and gifted person may not think of turning to a computer if such a task is not directly formulated (for example, there is often a picture: a modern user sitting at a computer reaches for a pencil and a piece of paper to make trivial calculations or intermediate records). On modern stage When using computer technology, the need for this quality becomes even more obvious.

1. Technical computer skills, particularly ability to use a keyboard and mouse.

This quality is necessary for effective use resources of the new information society (for example, ordinary home user There is absolutely no need for an expensive laptop computer, since it will not be used effectively and will not justify the investment...).

The role of the skills listed above is very significant at the present stage. Such abilities are necessary for any modern educated person.

Test questions and assignments

1. Can you add to the list of skills that could, in your opinion, become components of an operational style of thinking?
2. How can one explain the relevance of changing slogans - from “computer literacy” to “information culture”?

Preview:

INFORMATIZATION OF SOCIETY

LESSON #1

TOPIC: Information society. Information culture

TARGET: To define the concept of “informatization of society”, to determine the main stages of development of technological history, to determine the need to form an operational style of thinking of a modern person for his full life in the modern information society.

Tasks:

1. Define the information society, information culture;
2. To promote the development in students of the ability to plan the structure of actions to achieve a goal, the ability to build information models for describing objects and systems, organize the search for information necessary to solve a given problem; instill the skills of timely access to a computer when solving problems from different subject areas;
3. To cultivate the discipline of communication between people - users, to develop the ability to find a common language with any interlocutor.

1. Org. moment

Hello. Today in the lesson we will try to understand what the information society, information culture is, but before moving directly to the topic of the lesson, I want to ask you a few questions:

• How accurate do you think the term “electronic computer” is? compare it with the term "computer". Which term do you prefer? Why?
• What do you think is different? modern man 70-80s and modern man of the 21st century? What knowledge, abilities and skills do you think a person who keeps up with the times should have? Why?

We listen to the expected answers and briefly discuss.

1. New material

...Do you know the stages? social history human society (I give you the opportunity to remember and answer)– primitive communal system, slaveholding, feudalism, capitalism, socialism, communism (PRC). And only very recently people paid attention to another classification historical eras, connected not with the social, but with the technical history of mankind. Let's follow the step-by-step development technical history humanity:

• Stage I: era of material society(from primitive caves to the era of great geographical discoveries).Characterized by – material resources (jewelry, livestock, real estate, tools and war);
• Stage II: energy society era– the main criterion is the influence and power of individual rulers, states and peoples.Characterized by – energy resources;
• Stage III: information age(people are somehow connected with the storage, processing or transmission of information).The main criterion is information(the most influential states have become those that have the most productive information machines - computers, the most capacious information funds - data banks, network portals, the fastest means of transmitting information - global information networks.)

The change of eras in history is not accidental, but objective: as soon as the accumulation of the main value criterion - be it matter, energy or information - ceases to be sufficient, a transition to a new historical stage occurs.

The new era has significantly changed life on Earthbehind last years, and the upcoming changes are likely to radically change society. Therefore, to people living in conditions modern society informatization makes new demands - possession of certain knowledge, skills, practical and mental skills, which will be necessary in subsequent stages of development.

No wonder thatthe emergence, spread and improvement of computers - the main tools of the information society - directly affected the way of activity and thinking of those peoplewho, by virtue of their profession, were the first to realize the revolutionary power of new information technologies (programmers, professional users, system administrators...)

It is no coincidence that the way of thinking of such people became relevant in the process of developing the information society (this style of thinking was called operational).At the present stage, the most important social task became – the formation of a new generation of peoplecapable of living actively in the new information society.

Let's consider just some of the skills that form a new style thinking. (Let's consider a reminder for a person of the new generation who keeps up with the times)

1. Consolidation

MEMO: HOW TO DEVELOP OPERATIONAL THINKING

1. The ability to plan the structure of actions necessary to achieve a goal.

It is necessary to plan not only the actions as such, but also the information and technical resources used in these actions. The ability to plan is important in any scientific research, in any industry, in the army, in public life, in everyday life...

1. Ability to build information models to describe objects and systems.

This skill is very important for the most effective implementation of decisions. This skill is necessary in any scientific research, in any design or technological development to create a new object (the creation of which can be expensive or dangerous).

1. The ability to organize the search for information necessary to solve a given problem.

Solving a problem becomes effective only when the amount of information required for the solution is correctly determined and its search is correctly organized. Huge information funds make it extremely important to be able to correctly determine what information is needed and where to look for it. This skill is necessary in any scientific, creative, technical work, regardless of where and how the information is stored: in an archive, library, file cabinet or in computer memory.

1. Discipline and structure of linguistic means of communication.

This quality means the ability to correctly, clearly and unambiguously formulate a thought in a form understandable to the interlocutor or correctly understand an information message. Any inaccuracy in the formulation of a task intended to be solved on a computer entails a distortion of meaning and an error. The absence of this quality in people's attitudes greatly complicates dialogue. People who are able to find a common language with everyone are usually highly valued.

1. The ability to access a computer in a timely manner when solving problems from different subject areas.

If this skill has not been developed, then even an intelligent and gifted person may not think of turning to a computer if such a task is not directly formulated (for example, there is often a picture: a modern user sitting at a computer reaches for a pencil and a piece of paper to make trivial calculations or intermediate records). At the present stage, with the use of computer technology, the need for this quality becomes even more obvious.

1. Technical computer skills, particularly ability to use a keyboard and mouse.

This quality is necessary for the efficient use of the resources of the new information society (for example, an ordinary home user absolutely does not need an expensive laptop computer, since it will not be used effectively and will not justify the investment...).

The role of the skills listed above is very significant at the present stage. Such abilities are necessary for any modern educated person.

Test questions and assignments

1. Name examples of the information age in the life of modern society.
2. Can you add to the list of skills that could, in your opinion, become components of an operational style of thinking?
3. How can one explain the relevance of changing slogans - from “computer literacy” to “information culture”?

1. Conclusion

Thus, you young people entering life need to learn how to skillfully and rationally use information Technology– i.e. study tools existing systems and means of the information society, in addition, information culture consists not only of mastering a certain set of knowledge and skills in the field of information and communication technologies, but also presupposes knowledge and compliance with legal and ethical standards and rules.

1. Homework

A family model is given: Husband, wife, child. The type of activity of parents is arbitrary.

Using the above qualities of operational thinking, create family budget for one month, taking into account all necessary expenses (payment for housing and communal services, kindergarten, telephone, cable TV, Internet, possible loan repayments, food expenses, etc.)

MEMO: HOW TO DEVELOP OPERATIONAL THINKING

1. The ability to plan the structure of actions necessary to achieve a goal.

It is necessary to plan not only the actions as such, but also the information and technical resources used in these actions. The ability to plan is important in any scientific research, in any industry, in the army, in public life, in everyday life...

1. Ability to build information models to describe objects and systems.

This skill is very important for the most effective implementation of decisions. This skill is necessary in any scientific research, in any design or technological development to create a new object (the creation of which can be expensive or dangerous).

1. The ability to organize the search for information necessary to solve a given problem.

Solving a problem becomes effective only when the amount of information required for the solution is correctly determined and its search is correctly organized. Huge information funds make it extremely important to be able to correctly determine what information is needed and where to look for it. This skill is necessary in any scientific, creative, technical work, regardless of where and how the information is stored: in an archive, library, file cabinet or in computer memory.

1. Discipline and structure of linguistic means of communication.

This quality means the ability to correctly, clearly and unambiguously formulate a thought in a form understandable to the interlocutor or correctly understand an information message. Any inaccuracy in the formulation of a task intended to be solved on a computer entails a distortion of meaning and an error. The absence of this quality in people's attitudes greatly complicates dialogue. People who are able to find a common language with everyone are usually highly valued.

1. The ability to access a computer in a timely manner when solving problems from different subject areas.

If this skill has not been developed, then even an intelligent and gifted person may not think of turning to a computer if such a task is not directly formulated (for example, there is often a picture: a modern user sitting at a computer reaches for a pencil and a piece of paper to make trivial calculations or intermediate records). At the present stage, with the use of computer technology, the need for this quality becomes even more obvious.

1. Technical computer skills, particularly ability to use a keyboard and mouse.

This quality is necessary for the efficient use of the resources of the new information society (for example, an ordinary home user absolutely does not need an expensive laptop computer, since it will not be used effectively and will not justify the investment...).

The role of the skills listed above is very significant at the present stage. Such abilities are necessary for any modern educated person.

Test questions and assignments

1. Name examples of the manifestation of the information age in the life of modern society.

1. Can you add to the list of skills that could, in your opinion, become components of an operational style of thinking?
2. How can one explain the relevance of changing slogans - from “computer literacy” to “information culture”?

• Cherdyntseva Evgenia Valerievna, Candidate of Sciences, Associate Professor, Associate Professor
• Omsk State Pedagogical University

• LEARNING ACTIVITIES
• JUNIOR SCHOOLCHILDREN
• PLANNING ABILITY

The article reveals scientific approaches to the formation of planning skills in junior schoolchildren V educational activities. Characteristics of the main methods are given, the systematic use of which in lessons will contribute to gradual formation planning skills of students in primary school.

• Implementation of health-saving technologies in extracurricular activities
• Formation of communicative universal educational actions among junior schoolchildren in the learning process
• Cultivating a value attitude towards their small homeland among junior schoolchildren in a children's association
• Development of logical educational actions in younger schoolchildren during the learning process
• Comparison of programming languages ​​using the example of array sorting

For successful socialization in a modern post-industrial, highly dynamic society, it is necessary to develop in the younger generation the ability to clearly distribute a variety of activities to perform them within a limited time, to design various options for performing activities and to select the optimal one. At the same time, the successful performance of an individual’s activity will ensure high level developing her planning skills.

The purposeful development of the ability to plan in younger schoolchildren is associated with the beginning of the child’s education at school. According to the Federal State Educational Standard for Primary general education, the development of planning skills in students is necessary for them to achieve high educational results in educational activities, since it contributes to the ordering and systematization of educational activities by children, timely prediction of possible difficulties and ways to overcome them.

The problem of developing planning skills in younger schoolchildren is revealed in the works of A.G. Asmolova, P.Ya. Galperina, N.F. Talyzina, V.V. Davydova, V.Kh. Magkaeva. According to A.G. Asmolov, planning is a universal learning activity of a student, ensuring his ability to organize the process of mastering new knowledge and methods of action and to interact productively with peers and adults. The formation of planning skills in younger schoolchildren is carried out in stages: acquisition of primary experience in performing actions and motivation; formation of a new method (algorithm) of action, establishment of primary connections with existing methods; training, clarification of connections, self-control, correction; control .

V.V. Davydov views planning as determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions. He notes that the success of planning activities by a junior schoolchild depends on the number of step-by-step actions and carefully comparing them with each other. The author points out that the formation of planning in younger schoolchildren is associated with the development of theoretical thinking.

P.Ya. Galperin, N.F. Talyzin believe that the basis of planning skills is the development of a student’s internal plan of action. These researchers identify five stages in the development of an internal plan of action in younger schoolchildren. At the first stage, planning is external in nature: children, with the help of a teacher, voice the sequence of their actions. At the second stage, when drawing up a plan, younger schoolchildren rely on the set goal and the final result; in the process of carrying out actions to implement the plan, they experience errors and discrepancies with necessary result. At the third stage, younger schoolchildren demonstrate the ability to mentally formulate a plan of action and present intermediate results. Students perform the action in internally, and then implement it in practice, regulate their activities in accordance with the plan. At the fourth stage, when constructing a solution plan, primary schoolchildren transform a practical problem into a theoretical one. The result is assessed on the basis of reflection and the logic of achieving the goal. At the fifth stage, students demonstrate independence in the process of forming an internal action plan. Actions in internal and external terms are coordinated, consistent, and logical. The construction of the plan is preceded by analysis own structure tasks.

V.Kh. Magkaev believes that the ability to plan in younger schoolchildren is manifested in the ability to build a sequence of mental actions and implement these actions in practical activities. The basis of planning is foresight and intentionality. V.X. Magkaev identified four types of implementation of the planning function of thinking in junior schoolchildren: manipulative type (lack of planning), step-by-step (determining the method of action based on the analysis of the previous action), immediate planning (representation of a partial solution to the problem in the internal plan), rational planning (choice in the internal plan of the most optimal way to solve a problem from several options).

In the works of O.V. Yakubenko notes that the formation of the ability to plan educational activities in younger schoolchildren is influenced by the organization of cooperation between students in the classroom. In this regard, the teacher needs to create optimal conditions to develop humanistic interpersonal relationships in children, actively use group and collective learning technologies in the classroom. At the same time, in order to prevent aggressive, conflict behavior of children, the researcher recommends the use of art therapy. Developing the ability to plan educational activities in younger schoolchildren will help prevent their disadaptation to the conditions of school education.

In the works of P.I. Frolova examines pedagogical technologies that contribute to the formation of planning skills in elementary school students: problem-based learning, case technology, gaming technologies, technology for organizing educational cooperation. According to the researcher, the systematic use of these technologies in primary school lessons will ensure that primary schoolchildren actively comprehend the structure and content of educational tasks and create universal algorithms for solving them.

Based on these studies, we will consider methods for developing planning skills in primary schoolchildren in educational activities. On initial stage To teach students planning, the teacher must use the method of discussing a ready-made plan for solving an educational problem. At the same time, the teacher pronounces all stages of the action and organizes a collective analysis by the children of the sequence of actions. In the process of analysis, younger schoolchildren develop the ability to correlate completed actions, their intermediate results, and determine the sequence of actions leading to the desired result.

The formation of planning skills in students of educational activities is also facilitated by the teacher’s use of the method of analyzing a deformed plan for solving an educational task, which is based on the teacher’s discussion with younger schoolchildren of the existing plan in order to identify typical mistakes and irrational actions and subsequent correction.

In the process of developing planning skills in children in primary school effective method also is the teacher's use of a plan with missing or redundant activities. The teacher can invite students to detail the plan for solving the educational problem drawn up in general view, or supplement a plan that is missing some steps.

After primary schoolchildren have mastered the methods of planning educational activities discussed above, the teacher needs to invite them to independently draw up their own plan for solving the educational problem. First, the teacher offers the children an approximate basis for the activity - an algorithm for drawing up a plan. Students draw up a plan for solving a learning problem using an algorithm, and the teacher provides them with the necessary assistance. As children master this activity to the level of automation, they acquire the ability to plan independently, without relying on an algorithm. On at this stage Younger schoolchildren develop rational planning of educational activities.

Thus, the formation of planning skills in younger schoolchildren must be carried out purposefully and step by step. At the same time, it is necessary to offer children an indicative basis for activities, samples of various types ready-made plans solving a learning problem and providing the necessary assistance.

Bibliography

1. Asmolov A. G., Burmenskaya G. V., Volodarskaya I. A. Formation of universal educational actions in primary school: from action to thought. System of tasks: a manual for teachers. - M.: Education, 2011. – 257 p.
2. Davydov V.V. Theory of developmental training. – M.: INTERO, 2006. – 174 p.
3. Magkaev V.X. Experimental study of the planning function of thinking in children school age// Questions of psychology. 2014. - No. 5. - P. 17-25.
4. Talyzina N. F. Formation cognitive activity younger schoolchildren. – M.: Education, 2008. – 175 p.
5. Psychology and pedagogy primary education: tutorial for higher education students educational institutions students studying in the field of "Pedagogical Education" / N.P. Murzina, E.V. Cherdyntseva, M.V. Myakisheva, E.G. Ozhogova, E.V. Namsink, I.N. Rasskazova, E.V. Chukhina, O.V. Yakubenko. Under the general editorship of N.P. Murzina. – Omsk: Omsk State Pedagogical University Publishing House, 2015. – 484 p.
6. Federal state educational standard for primary general education. – 2nd ed. – M.: Education, 2011. – 41 p.
7. Frolova P.I., Gorina A.V., Dubynina M.G. Psychology and pedagogy: textbook. – Omsk: SibADI Publishing House, 2015. – 429 p.
8. Yakubenko O.V. Art tools in the prevention of conflict behavior of younger schoolchildren // Teacher 3.0: teacher training for the school of the future: a collection of articles based on materials from the All-Russian scientific-practical conference. – N. Novgorod: Minin University Publishing House, 2016. – P. 292-294.
9. Yakubenko O.V.. 2016. – T. 2. – No. 55. – P. 371-374.
10. Yakubenko O.V. Technologies for the development of interpersonal relationships in children of primary school age in extracurricular activities// website. 2016. – T. 4. – No. 56. – P. 365-368.

1.1
The problem of developing planning skills in younger schoolchildren in the works of domestic teachers and psychologists.
The purposeful development of the ability to plan is associated with the beginning of a child’s education at school. Scientists have found that in younger schoolchildren, along with empirical thinking, theoretical thinking(L I Aidarova, V V Davydov, A 3 Zak, L K Maksimov, A K Markova, GG Mikulina, DB Elkonin, etc.) Therefore, it is advisable to begin studying the substantive content of the planning process, the conditions for its development, precisely from primary school age
According to Asmolov, skill is a person’s ability to perform work productively, with the proper quality and at the appropriate time under new conditions. Any skill includes ideas, concepts, knowledge, skills of concentration, distribution and switching of attention, skills of perception, thinking, self-control and regulation of the activity process.
Any skill, especially a complex one, is not created anew each time with all its components, but is formed on the basis of the transfer of existing knowledge, ideas and skills, adapting them to new conditions and re-forming only those elements that are missing in these new conditions.
Skills cannot be contrasted with knowledge and skills, nor can they be listed earlier, as is often done, since skills are formed only on their basis. But skill also includes an understanding of the relationship between the purpose of a given activity, the conditions and methods of its implementation.
Knowledge of the goal of an activity, concepts and ideas about how to achieve it must certainly precede the formation of skills, during which existing concepts, ideas and skills will expand, deepen, improve, and be “overgrown” with new components that were not enough to skillfully perform the newly mastered activity. Professional planning skills take place in the formation of a series of stages that can be presented in the form of a diagram.
The first is the initial skill. Awareness of the purpose of the action and the search for ways to carry it out, based on previously acquired (usually everyday) knowledge and skills; activities are performed through trial and error.
The second is insufficiently skillful activity. Knowledge of how to perform an action and the use of previously acquired skills that are not specific to this activity.
The third is individual general skills. A number of individual, highly developed, but narrow skills required in various types activities (for example, the ability to plan one’s activities, organizational skills, etc.)
The fourth is a highly developed skill. Creative use of knowledge and skills of this activity; awareness of not only the goal, but also the motives for choice, ways to achieve it
Fifth is skill. Reliable creative use of diverse skills.
The formation of planning skills is the final mandatory goal of training and its completion. Skills best determine a student’s preparedness, becoming characteristics of his personality.
Skills and abilities are formed only in practical activities carried out by methods of exercises and training. Without purposeful activity, neither skills, nor even the skills that comprise them, can be formed.
Planning, according to Asmolov, can be considered as one of the universal educational actions of a student, ensuring, on the one hand, his ability to organize the process of assimilation of new knowledge of regulatory universal educational actions, and on the other hand, the ability to build productive interaction and cooperation with peers and adults. The formation of any skill goes through the following stages: acquisition of primary experience in performing an action and motivation; formation of a new method (algorithm) of action, establishment of primary connections with existing methods; training, clarification of connections, self-control, correction; control.
“This is how schoolchildren learn to solve problems, use a geographical map, and draw. They must go through the same path in the formation of universal educational actions,” in particular the ability to plan. It is clear that the ability to plan from the point of view of performing its communicative functions (planning educational cooperation) will be developed in students only when organizing group forms of interaction.
Regulatory skills determine whether the result of an activity is achieved. Learning to plan is carried out in a certain sequence and helps children understand the need to draw up a plan and stick to it in practical activities. Then, under the term planning, as a universal educational action regulatory type, (Author) we will understand “the determination of the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions.”
The term planning, from the point of view of its use in communication, means “planning educational cooperation with the teacher and peers - that is, determining the goals, functions of participants, methods of interaction.”
Planning skills, with all its components, according to Babansky, are most successfully formed under the following basic conditions:
- clearly defined goals of educational activities in the sense of the result of actions and the purpose of exercises (i.e., what indicators of actions must be achieved during the exercises);
- understanding the rules and sequence of actions aimed at achieving the goal of the activity;
- a clear understanding of the technique of performing actions and their final result, i.e. the presence of an image that should be achieved;
- constant self-monitoring of the quality of actions by comparing their results with the existing image or visually perceived image; timely detection of deviations, errors and defects in educational work and making amendments to your actions the next time these actions are repeated;
-correct self-assessment of success in achieving a specific goal of educational activity and the purpose of exercises and the presence of a clearly conscious desire to improve the actions being mastered.
The skills and abilities developed in the process of introductory, trial and basic exercises continue to be improved in production practice.
Experiments have shown that planning is derived from the action of analysis aimed at children identifying the essential relationships of the task. The internal connection between planning and reflection has been revealed. Carrying out planning activities involves the child turning to the foundations and methods of constructing own actions, consideration of their options and selection of the most rational one, adequately reproducing the path to solving the problem. With this method of action, planning acts as a form of reflection.
Differences in the methods of planning actions by younger schoolchildren are determined largely by the peculiarities of their preliminary orientation in the conditions of the task and the ability to analyze them. It is important to structure training in such a way that students, from the very beginning, are guided by the search and identification of essential relationships of the problem and the principle of its solution. Only in this case is it possible for the child to construct various systems of actions to achieve the required result. The teacher should not give students a lot of private tasks, because this does not contribute to understanding the found solution principle or identifying the features of its application in similar situations. It is more useful to critically examine the correspondence of the selected method of constructing future actions to the specific conditions of a particular task. This will require significantly fewer exercises to generalize the principle, but each exercise should be analyzed by students in terms of planning actions to carry it out.

1.2
Patterns of development of planning skills in younger schoolchildren in the educational process.
Regularities are essential, necessary, stable connections between certain phenomena of the learning process, the nature of its development (Comenius). These connections were revealed gradually. They have developed historically and are based on the psychological characteristics of cognitive activity:
- the conditionality of the tasks and content of the educational process by the needs of society; if the student himself obtains knowledge, then he will be able to conduct research activities and create something new, for this it is necessary to be able to plan his activities;
- setting goals and objectives for the child, based on the student’s real capabilities. We must give him the knowledge that he can perceive;
- the relationship between the pace and effectiveness of learning. If the pace is high, the student may not have time to master the knowledge; if it is low, then the student is bored; - unity of teaching and learning. The activities of teacher and student must proceed in unity;
- diversity of perception of the material;
- positive attitude of the student towards cognitive activity;
-selection of the optimal combination of teaching methods, stimulation and control;
- choice of forms of training;
- availability of optimal educational and material base, hygienic, moral and psychological conditions for training.
Based on the listed patterns, the stages of work on developing planning skills in younger schoolchildren are determined. Work planning includes establishing a sequence of operations, determining the work methods required to complete it. Each point of the plan is formulated in a complete sentence with precise instructions.
Learning to plan is carried out in a certain sequence and helps children understand the need to draw up a plan and stick to it in practical activities. First, the teacher explains how to perform each operation, then the children learn to plan the next operation. After the children (with the help of the teacher) complete the specified operation, they are asked to name the next one, thus teaching them not only to correctly formulate individual points, but also to act in accordance with the plan.
At the next stages, schoolchildren learn to draw up a plan through a collective conversation. The finished plan is repeated by one of the students so that others have a holistic idea of ​​the progress of the work being performed.
The next stage of learning to plan is drawing up a plan with partial help from the teacher. Students are asked to think and say in what order the work should be done. The called student will tell the plan to the whole class, and the teacher will help formulate the most difficult positions by asking leading questions. Gradually, schoolchildren are led to independently determine the order of work.
Significant assistance in teaching planning is provided by the use of such visual aids as subject-operational, graphic and verbal plans. The teacher’s task is to teach children to navigate the parts of the plan, understand its structure and content, and understand what information can be extracted from it. When teaching children to plan the next operation based on the subject-operational plan, in the first stages it is advisable to present the plan cards only after the student has answered the question asked by the teacher. In the future, the student must indicate the desired plan card as an answer, and then, based on it, name the operation.
When planning work in a collective conversation, the teacher places all the cards in the required sequence and invites the class to carefully consider them. Based on the written information, children answer the teacher’s questions and tell the work plan.
Further tasks become more complicated. The following exercises are used: determining the required operation using the card indicated by the teacher, communicating the work plan, searching for errors, and planning the work independently.
You can start planning your activities together as early as primary school age. “A developed system of self-government and self-control of activities through its planning can be included in adolescence and early adolescence. Moreover, the participation of an adult in managing the process of planning cooperation here comes down mainly to the role of a consultant and adviser” (Komensky).
Before we talk about how to teach planning your activities to discover and assimilate new knowledge, let us once again return to terminology. Let's find out what a plan is. A plan is a series of preliminary actions combined sequentially to achieve a goal. (?)
A plan is a plan that helps achieve a certain result. The plan is built to achieve a certain goal, therefore, first we need to clearly formulate what we want to achieve. The plan contains a sequence of actions - how we want to achieve this and sets deadlines - when we want to achieve this. That's what it is essential features plan. This definition of a plan can be used at the initial stage of developing planning ability. It does not contradict the concept of planning, which was discussed above:
- determination of the sequence of intermediate goals, taking into account the final result;
- drawing up a plan and sequence of actions.
It is clear that the concept of “plan” is closely related to another subject concept – “goal”. The ability to plan can begin to be developed only when students have developed the ability to set goals.
In order for students to get an idea of ​​the plan, it is necessary at the initial stage to include in their work such type of activity as the implementation of an already constructed plan. For example, before the teacher begins a problematic explanation of new material, an educational goal is formulated with the students and a work plan is posted on the board, which outlines the sequence of actions to achieve this goal and the timing. During the explanation, the teacher systematically refers to this plan. In the next lesson, the teacher already involves students in implementing the plan, asking questions like: “What is the purpose of your work?”, “What’s next?”, “What step needs to be completed now?”, “Did we meet the deadlines determined by the plan?”
For example, in a 3rd grade natural history lesson devoted to modifications of roots, the teacher invites students to find out what modifications of roots exist and what they are associated with according to the following plan:

Find the required paragraph in the textbook.
Specify the task completion time for each item.
Read the points in the textbook, and for each point indicate:

etc................. Author: M.A. Kubysheva, candidate of pedagogical sciences, associate professor of agro-industrial complex and software development, M.V. Rogatova, methodologist of the SDP Center “School 2000...” AIC and PPRO

The educational reforms that are currently being carried out in primary schools cannot leave the following levels of education aside. From September 1, 2012, fifth grade schools, “as they are ready,” will enter into a pilot project to implement federal state educational standards for basic general education. In 2015, the transition of all educational institutions to new standards of basic general education. The order approving the federal state educational standard of secondary (complete) general education was signed by the Minister of Education and Science of the Russian Federation on May 17, 2012 and registered with the Ministry of Justice of Russia on June 7, 2012. Educational standards of the new generation are aimed at transitioning from simple retransmission of knowledge to revealing the capabilities of students, to preparing them for life in modern conditions based on inclusion in the socialization process.

The new tasks set by the Federal State Educational Standard for the education system affect the modernization of many of its components: changing the teaching method, changing learning outcomes and their assessment, changing the certification system for teachers and schools, changing the interaction between the school and parents, etc. For secondary school teachers, these are especially relevant at the present time time are the questions: “How and with what help to ensure meta-subject learning results? How to develop a student’s ability to independently acquire new knowledge? How and when should a secondary school teacher formulate universal learning activities (UAL)?” This article is devoted to the answers to these questions; they will be solved using the example of the formation of one of the UUDs - planning. It will be considered what it means to teach planning; examples are given that show how students can develop ability to plan V high school and what techniques can be used, at what stages of the lesson and in what academic subjects this can be done, due to which the systematic formation of the ability to plan can be achieved.

Planning can be considered (in a psychological sense) as one of the universal learning activities of a student, ensuring, on the one hand, his ability to organize the process of assimilation of new knowledge (regulatory type UUD), on the other hand, the ability to build productive interaction and cooperation with peers and adults (communicative UUD species). Then under the term planning, as a universal educational action of a regulatory type, we will understand “the determination of the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions.” The term planning, from the point of view of its use in communication, means “planning educational cooperation with the teacher and peers - that is, determining the goals, functions of participants, methods of interaction.”

Target: developing the ability to plan your actions.

Age: 8-10 years.

Form of conduct: group.

To develop this skill, it is necessary to use exercises that encourage the student to change his position. By changing the position (i.e., considering the situation as if from the point of view of another participant in the activity), the child learns to highlight those connections and relationships between elements of the situation that are usually perceived indivisibly. Thanks to the correlation of different points of view, the “centring” characteristic of children of this age on individual aspects of the problem being solved should be removed. To induce a change in position, training is divided into two stages. At the first (preliminary) stage, the children actually act together. The difference in their positions (points of view) is manifested in practical actions and is not realized by the children. At the second (“main”) stage, the child is asked to continue alone solving a problem that he previously shared with a partner. At the same time, the child is now required to perform both those operations that were assigned to him before, and those that were performed by the partner. Performing operations for another does not in itself ensure acceptance of the other’s position. However, in this training, taking a position is achieved through the organization of a special game, during which the child is encouraged to take on the role of a partner. The teacher suggests: “Now let’s give Lesha (the name of the partner in the first stage) a rest, and you yourself will act for yourself and for him.” Further, already in the process of execution, the teacher asks: “Who are you now? Seryozha? And now Lesha, right?” I etc. This organization of learning provides the child with a “double position” (one of the varieties of conditionally dynamic). Training takes place on the following didactic material.

Material: The playing field is a sheet of paper with circles printed on it. The two outermost circles (one of which is facing one of the players, the other - to the other) are marked with asterisks. The circles are connected by lines (paths). A chip is placed on the original circle before the game starts.

Progress of the game: Players take turns moving the piece. In one move, a piece can “step” onto any circle connected by a path to the one on which it stood before. The one whose star ends up with a chip on it wins. To win, you need to make possible moves in your mind in advance and determine which of the paths will allow you to move the chip to “your” star, without losing sight of the fact that the enemy will resist. At first, children simply practice playing on different fields. Then the teacher acts as an opponent, and finally, in the last episode, the child acts “one for two.” In this condition of playing “for two,” the child’s practical actions themselves reveal the structure of the game (determined by the presence of conflicting goals among the partners). This allows children to successfully move on to preliminary orientation in a task on an internal level and plan their actions in their minds. The action, which initially appears to the child as a kind of undivided whole, is now clearly divided into separate sequential operations (moves).