Developing the ability to plan. Individualization of preschool children. Formation of the ability to plan independent activities in preschoolers. Why do dead people dream

GOAL:

Tasks:

1. Define the information society, information culture;

2. To promote the development of students' ability to plan the structure of actions to achieve the goal, the ability to build information models for describing objects and systems, to organize the search for information necessary to solve the problem; to 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.

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INFORMATION OF SOCIETY

LESSON #1

GOAL: Give the concept of the definition of "informatization of society", determine the main stages in the development of technological history, determine the need for the formation of an operational style of thinking of a modern person for his full life in a modern information society.

Tasks:

1. Org. moment

1. new material

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

It's not surprising that

1. Anchoring

1. Output

1. Homework

MEMO: HOW TO DEVELOP OPERATIONAL THINKING

1. Ability to plan the structure of actions necessary to achieve the 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 solutions. 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. Ability to organize the search for information needed to solve the problem.

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

1. Discipline and structure of language means of communication.

This quality means the ability to correctly, clearly and unambiguously formulate an idea in a form understandable to the interlocutor or correctly understand the 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 such a quality in relation to people significantly complicates the dialogue. Usually, interlocutors who are able to find a common language with everyone are highly valued.

If this skill is not developed, then even an intelligent and gifted person may not guess to turn to a computer if such a task is not directly formulated (for example, a picture is often found: 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, when using computer technology, the need for this quality becomes even more evident.

1. Technical computer skills, in particular keyboard and mouse skills.

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 portable computer, since it will not be used efficiently, will not justify the investment ...).

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

Control questions and tasks

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

Preview:

INFORMATION OF SOCIETY

LESSON #1

TOPIC: Information society. information culture

GOAL: Give the concept of the definition of "informatization of society", determine the main stages in the development of technological history, determine the need for the formation of an operational style of thinking of a modern person for his full life in a modern information society.

Tasks:

1. Give a definition of the information society, information culture;
2. To promote the development of students' ability to plan the structure of actions to achieve the goal, the ability to build information models for describing objects and systems, to organize the search for information necessary to solve the problem; to 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 proceeding 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? equate it with the term "computer". Which term do you prefer? Why?
• What, in your opinion, is the difference between a modern person of the 70-80s and a modern person of the 21st century? What knowledge, skills and abilities should, in your opinion, a person who keeps up with the times have? Why?

We listen to the expected answers, briefly discuss.

1. new material

... Do you know the stages of the social history of human society (I give the opportunity to remember, to answer)- primitive communal system, slaveholding, feudalism, capitalism, socialism, communism (PRC). And only quite recently people paid attention to another classification of historical epochs, connected not with the social, but with the technical history of mankind. Let's trace the development of the technical history of mankind in stages:

• Stage I: era of material society(from primitive caves to the Age of Discovery).Characterized by material resources (jewelry, cattle, real estate, tools of labor 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 states that have the most productive information machines - computers, the most capacious information funds - data banks, network portals, the fastest means of information transfer - global information networks have become the most influential.)

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

The new era has significantly changed life on Earthin recent years, and the upcoming changes are likely to radically change society. Therefore, informatization imposes new requirements on people living in the conditions of modern society - the possession of certain knowledge, skills, practical and mental skills that will be necessary at subsequent stages of development.

It's not surprising 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 the formation of the information society (this style of thinking was called operational).At the present stage, the most important social task has become - the formation of a new generation of peopleable to live actively in the conditions of the new information society.

Let us consider only some of the skills that form a new style of thinking. (consider a memo for a person of a new generation, keeping up with the times)

1. Anchoring

MEMO: HOW TO DEVELOP OPERATIONAL THINKING

1. Ability to plan the structure of actions necessary to achieve the 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 solutions. 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. Ability to organize the search for information needed to solve the problem.

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

1. Discipline and structure of language means of communication.

This quality means the ability to correctly, clearly and unambiguously formulate an idea in a form understandable to the interlocutor or correctly understand the 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 such a quality in relation to people significantly complicates the dialogue. Usually, interlocutors who are able to find a common language with everyone are highly valued.

1. The skill of timely access to the computer when solving problems from different subject areas.

If this skill is not developed, then even an intelligent and gifted person may not guess to turn to a computer if such a task is not directly formulated (for example, a picture is often found: 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, when using computer technology, the need for this quality becomes even more evident.

1. Technical computer skills, in particular keyboard and mouse skills.

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 portable computer, since it will not be used efficiently, will not justify the investment ...).

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

Control questions and tasks

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

1. Output

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

1. Homework

The family model is given: Husband, wife, child. The occupation of the parents is arbitrary.

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

MEMO: HOW TO DEVELOP OPERATIONAL THINKING

1. Ability to plan the structure of actions necessary to achieve the 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 solutions. 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. Ability to organize the search for information needed to solve the problem.

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

1. Discipline and structure of language means of communication.

This quality means the ability to correctly, clearly and unambiguously formulate an idea in a form understandable to the interlocutor or correctly understand the 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 such a quality in relation to people significantly complicates the dialogue. Usually, interlocutors who are able to find a common language with everyone are highly valued.

1. The skill of timely access to the computer when solving problems from different subject areas.

If this skill is not developed, then even an intelligent and gifted person may not guess to turn to a computer if such a task is not directly formulated (for example, a picture is often found: 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, when using computer technology, the need for this quality becomes even more evident.

1. Technical computer skills, in particular keyboard and mouse skills.

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 portable computer, since it will not be used efficiently, will not justify the investment ...).

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

Control questions and tasks

1. What are examples of manifestations of the information age in the life of modern society.

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

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

• LEARNING ACTIVITIES
• JUNIOR STUDENTS
• PLANNING SKILL

The article reveals scientific approaches to the formation of planning skills in younger students in educational activities. A description of the main methods is given, the systematic use of which in the classroom will contribute to the gradual formation of planning skills among students in elementary school.

• Implementation of health-saving technologies in extracurricular activities
• Formation of communicative universal educational actions among junior schoolchildren in the learning process
• Education of a value attitude to the small homeland among younger schoolchildren in a children's association
• The development of logical learning activities in younger students in the learning process
• Comparison of programming languages ​​on 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 the variety of activities to perform them within a limited time, to design various options for performing activities and to choose the optimal one. At the same time, the successful performance of an activity by a person will ensure a high level of development of her planning skills.

The purposeful formation of the ability of younger students to plan 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 among 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 forecasting of possible difficulties and ways to overcome them.

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

V.V. Davydov considers 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 the implementation of planning activities by a younger student depends on the number of step-by-step actions provided for by him and their careful comparison with each other. The author points out that the formation of planning in younger students is associated with the development of theoretical thinking.

P.Ya. Galperin, N.F. Talyzina believe that the basis of the planning skill is the development of the student's internal action plan. These researchers identify five stages in the development of an internal plan of action in younger students. 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 students rely on the goal and the final result; in the process of performing actions to implement the plan, they show errors and discrepancies with the required result. At the third stage, younger students show the ability to mentally form an action plan, to present intermediate results. Students perform an action in the internal plan, and then implement it in practice, regulate their activities in accordance with the plan. At the fourth stage, when building a solution plan, younger students transform a practical task into a theoretical one. The evaluation of the result is carried out on the basis of reflection and the logic of achieving the goal. At the fifth stage, students show independence in the process of forming an internal action plan. Actions in the internal and external plan are coordinated, consistent, logical. The construction of the plan is preceded by an analysis of the task's own structure.

V.Kh. Magkaev believes that the planning ability of younger students is manifested in the ability to build a sequence of mental actions and implement these actions in practice. Planning is based on foresight and premeditation. B.X. Magkaev identified four types of implementation of the planning function of thinking in younger students: manipulative type (lack of planning), step-by-step (determining the method of action based on the analysis of the previous action), immediate planning (representation in the internal plan of a partial solution of the problem), rational planning (choice in the internal in terms 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 among younger students is influenced by the organization of cooperation between students in the classroom. In this regard, the teacher needs to create optimal conditions for the development of humanistic interpersonal relations of children, actively apply the technologies of group and collective methods of teaching in the classroom. At the same time, in order to prevent aggressive, conflict behavior of children, the researcher recommends the use of art therapy. The formation of the ability of younger students to plan educational activities will help prevent their maladaptation to the conditions of school education.

In the works of P.I. Frolova considers pedagogical technologies that contribute to the formation of planning skills among students in elementary school: problem-based learning, case technology, game technologies, technology for organizing educational cooperation. According to the researcher, the systematic use of these technologies in the classroom in elementary school will provide an active understanding of the structure and content of educational tasks by younger students, the creation of universal algorithms for their solution.

Based on these studies, we will consider the methods of forming the planning skills of younger students in educational activities. At the initial stage of teaching students to plan, the teacher needs to use the method of discussing a ready-made plan for solving a learning problem. At the same time, the teacher pronounces all the stages of the action, organizes a collective analysis by the children of the sequence of actions. In the process of analysis, younger students develop the ability to correlate the actions performed, their intermediate results, to 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 problem, which is based on a discussion between the teacher and younger students 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 elementary school, an effective method is also the use by the teacher of a plan with missing or redundant actions. The teacher can offer students to detail the plan for solving the educational problem, drawn up in a general form, or to supplement the plan in which some actions are omitted.

After the younger students have mastered the methods of planning educational activities discussed above, the teacher should invite them to independently draw up their own plan for solving the educational problem. First, the teacher offers the children an indicative basis of activity - an algorithm for drawing up a plan. The students make a plan for solving the educational problem according to the algorithm, the teacher provides them with the necessary assistance. As they master this activity to the level of automation, children acquire the ability to carry out planning on their own, without relying on an algorithm. At this stage, the rational planning of educational activities is formed in younger students.

Thus, the formation of planning skills in younger students must be carried out purposefully and in stages. At the same time, it is necessary to offer children an indicative basis of activity, samples of various types of ready-made plans for solving an educational problem, and provide the necessary assistance.

Bibliography

1. Asmolov A. G., Burmenskaya G. V., Volodarskaya I. A. Formation of universal educational activities in basic school: from action to thought. Task system: teacher's guide. - M.: Education, 2011. - 257 p.
2. Davydov VV Theory of developing education. - M.: INTERO, 2006. - 174 p.
3. Magkaev V.X. Experimental study of the planning function of thinking in primary school age // Questions of Psychology. 2014. - No. 5. - P.17-25.
4. Talyzina N. F. Formation of cognitive activity of younger schoolchildren. – M.: Enlightenment, 2008. – 175 p.
5. Psychology and pedagogy of primary education: a textbook for students of higher educational institutions studying in the direction 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: Publishing House of OmGPU, 2015. - 484 p.
6. Federal State Educational Standard of Primary General Education. - 2nd ed. – M.: Enlightenment, 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-means in the prevention of conflict behavior of junior schoolchildren // Pedagogue 3.0: teacher training for the school of the future: a collection of articles based on the materials of the All-Russian Scientific and Practical Conference. - Nizhny Novgorod: Publishing House of Minin University, 2016. - S. 292-294.
9. Yakubenko O.V .. 2016. - T. 2. - No. 55. - P. 371-374.
10. Yakubenko O.V. Technologies for the development of interpersonal relations in children of primary school age in extracurricular activities // site. 2016. - V. 4. - No. 56. - S. 365-368.

1.1
The problem of the formation of planning skills in younger schoolchildren in the works of domestic teachers and psychologists.
Purposeful formation of the ability to plan is associated with the beginning of the child's education at school. Scientists have found that along with empirical thinking, younger students also develop theoretical thinking (L I Aidarova, V V Davydov, A 3 Zak, L K Maksimov, A K Markova, G G Mikulina, D B Elkonin, etc.) Therefore, the study of subject content the planning process, the conditions for its development, it is advisable to start precisely from primary school age
According to Asmolov, skill is the ability of a person to perform work productively, with proper quality and at the appropriate time in new conditions. Any skill includes representations, concepts, knowledge, skills of concentration, distribution and switching of attention, skills of perceptions, 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 of their elements that are lacking in these new conditions.
Skills can neither be opposed to knowledge and skills, nor placed earlier in the enumeration, as is often done, since skills are formed only on their basis. But the skill also includes an understanding of the relationship between the purpose of this activity, the conditions and methods of its implementation.
Knowledge of the purpose of the activity, concepts and ideas about how to achieve it must certainly precede the formation of skills, during which the existing concepts, ideas and skills will expand, deepen, improve, "acquire" new components that were not enough for the skillful performance of the newly mastered activity. The professional ability to plan takes place in the formation of a series of stages, which can be outlined in the form of a diagram.
The first is the original skill. Awareness of the purpose of the action and the search for ways to perform it, based on previously acquired (usually everyday) knowledge and skills; activities are done through trial and error.
The second is not skillful enough activity. Knowledge about 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 separate, highly developed, but narrow skills required in various types of 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 choosing, ways to achieve it
Fifth - skill. Reliable creative use of various skills.
The formation of planning skills is the ultimate mandatory goal of training, its completion. Skills best determine the readiness of the student, becoming the characteristics of his personality.
Skills and abilities are formed only in practical activities carried out by methods of exercises and training. Outside of purposeful activity, neither skills, nor, moreover, their constituent skills, can be formed.
Planning, according to Asmolov, can be considered as one of the universal educational activities of the student, providing, on the one hand, his ability to organize the process of mastering new knowledge of regulatory universal educational activities, 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; the formation of a new method (algorithm) of action, the establishment of primary links 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 in terms of performing its communicative functions (planning educational cooperation) will be formed in students only when organizing group forms of interaction.
Regulatory skills determine whether the result of the activity is achieved. Learning to plan is carried out in a certain sequence and contributes to the fact that children are aware of the need to make a plan and stick to it in practice. Then, under the term planning, as a universal educational action of a regulative type, (the Author) we will understand “determining 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 a teacher and peers - that is, determining the goals, functions of participants, ways of interaction."
Planning skills, with all its components, according to Babansky, are most successfully formed under the following basic conditions:
- clearly defined goals of learning activities in terms of the result of actions and the purpose of the exercises (i.e., what indicators of actions should be achieved in the process of exercises);
-understanding the rules and sequence of actions aimed at achieving the goal of the activity;
- a clear idea of ​​the technique for performing actions and their final result, i.e. the presence of an image that should be achieved;
- constant self-control of the quality of actions by comparing their results with the image that has developed in the representation or visually perceived; timely detection of deviations, errors and marriage in educational work and making adjustments to their actions during the next repetitions of these actions;
- correct self-assessment of success in achieving a specific goal of educational activity and the goal of exercises and the presence of a clearly conscious desire to improve the mastered actions.
Skills and abilities formed in the process of introductory, trial and basic exercises continue to improve in industrial practice.
Experiments have shown that planning is derived from the action of analysis, aimed at identifying by children the essential relations of the task. The internal connection between planning and reflection is revealed. The implementation of planning activity presupposes the child's turning to the grounds for constructing his own actions, considering their options and choosing from them the most rational, adequately reproducing the way to solve the problem. With this mode of action, planning acts as a form of reflection.
Differences in the methods of planning actions by younger students are largely determined by the peculiarities of their preliminary orientation in the conditions of the task, the ability to analyze them. It is important to build training in such a way that students from the very beginning are oriented towards finding and highlighting the essential relations of the problem, the principle of its solution. Only in this case is it possible for the child to build various systems of actions to achieve the desired result. The teacher should not give students many private tasks, because this does not contribute to understanding the found principle of the solution, to identifying the features of its application in similar situations. More useful is a critical examination of the correspondence of the selected method of constructing future actions to the specific conditions of a particular problem. This will require a significantly smaller number of exercises to summarize the principle, but each exercise should be analyzed by students in terms of planning actions for its implementation.

1.2
Patterns of the formation of planning skills in younger students in the educational process.
Patterns are essential, necessary, stable connections between certain phenomena of the learning process, the nature of its development (Komensky). These links were revealed gradually. They have developed historically and are based on the psychological characteristics of cognitive activity:
- the conditionality of the tasks and the content of the educational process to the needs of society, if the student himself acquires 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 real capabilities of the student. We must give him the knowledge that he can perceive;
- the relationship between the pace and effectiveness of training. If the pace is high, the student may not have time to master knowledge; if it is low, then the student is bored; - the unity of teaching and learning. The activities of the teacher and the student must proceed in unity;
- variety of perception of the material;
- a positive attitude of the student to cognitive activity;
-selection of the optimal combination of teaching methods, stimulation and control;
- choice of forms of education;
- the availability of an optimal educational and material base, hygienic, moral and psychological conditions for training.
On the basis of these regularities, the stages of work on the formation of planning skills in younger schoolchildren are determined. Work planning includes establishing a sequence of operations, determining the methods of work required for its implementation. 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 contributes to the fact that children are aware of the need to make a plan and stick to it in practice. First, the teacher explains the execution of each operation, then the children learn to plan the next operation. After the children (with the help of the teacher) perform the specified operation, they are invited to name the next one, thus teaching them not only to correctly formulate individual points, but also to act in accordance with the planned one.
At the next steps, students learn to make a plan in the process of a collective conversation. The finished plan is repeated by one of the students so that others have a holistic view of the progress of the work being done.
The next step in learning to plan is drawing up a plan with some help from the teacher. Students are encouraged to think and say in what order they need to do the work. The called student will tell the plan to the whole class, and the teacher will help to formulate the most difficult positions by asking leading questions. Gradually, students are brought to an independent determination of 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 task of the teacher is to teach children to navigate the parts of the plan, to understand its construction and content, to understand what information can be extracted from it. When teaching children to plan the next operation based on the subject-operational plan, at 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 should put up the desired plan card as an answer, and then, relying on it, name the operation.
When planning work in a collective conversation, the teacher arranges all the cards in the correct sequence and invites the class to carefully consider them. Based on the written information, the children answer the questions of the teacher, tell the work plan.
Further tasks become more difficult. The following exercises are used: determining the desired operation on the card indicated by the teacher, reporting the work plan, searching for errors, independent work planning.
You can move on to joint planning of your activities already at 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's go back to the terminology once again. Let's find out what a plan is. A plan is a series of pre-actions put together sequentially to achieve a goal. (?)
A plan is a plan that helps to achieve a certain result. The plan is built to achieve a certain goal, therefore, first you need to clearly articulate what we want to achieve. The plan has a sequence of actions - how we want to achieve this and a time frame - when we want to achieve this. These are the essential features of the plan. This definition of the plan can be used at the initial stage of the formation of the ability to plan. 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 formed only when students have 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 an activity as the implementation of an already constructed plan. For example, before the teacher starts a problematic explanation of new material, a learning goal is formulated with the students and a work plan is posted on the board, which highlights the sequence of actions to achieve this goal and the timing. In the course of the explanation, the teacher systematically refers to this plan. In the next lesson, the teacher already involves students in the implementation of the plan, asking questions like: “What is the purpose of your work?”, “What's next?”, “What step should be done now?”, “Did we meet the deadlines specified by the plan?”
For example, in a lesson in natural history in grade 3, devoted to the modification of roots, the teacher invites students to find out what modifications of the roots exist and what they are connected with according to the following plan:

Find the right paragraph in the textbook.
Specify the time to complete the task for each of the items.
Read the paragraphs of the textbook, while for each paragraph indicate:

etc................. Author: M.A. Kubysheva, Ph.D., Associate Professor of AIC and PPRO, M.V. Rogatova, methodologist of the Center for Social Democratic Party "School 2000 ..." AIC and PPRO

The educational reforms currently underway in primary school cannot leave aside the next stages of education. From September 1, 2012, the fifth grades of schools “as soon as they are ready” enter into a pilot project to implement federal state educational standards for basic general education. In 2015, all educational institutions will be transferred to the new standards of basic general education. The order on the approval of 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 Russian Ministry of Justice on June 7, 2012. Educational standards of the new generation are aimed at the transition from simple relaying of knowledge to revealing the capabilities of students, to preparing them for life in modern conditions on the basis of inclusion in the process of socialization.

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 the learning outcomes and their assessment, changing the certification system for teachers and schools, changing the interaction between the school and parents, etc. time are the questions: “How and with what help to ensure meta-subject learning outcomes? How to form the student's ability to independently assimilate new knowledge? How and when should a secondary school teacher form universal learning activities (ULA)?” This article is devoted to the answers to these questions, they will be solved on the example of the formation of one of the UUD - planning. It will consider what it means to teach planning, examples are given that show how students can form ability to plan in secondary school and what techniques can be used, at what stages of the lesson and in what subjects it can be done, due to which it is possible to achieve a systematic formation of the ability to plan.

Planning can be considered (in a psychological sense) as one of the universal learning activities of a student, providing, on the one hand, his ability to organize the process of acquiring new knowledge (regulatory type of ECM), on the other hand, the ability to build productive interaction and cooperation with peers and adults (communicative ECM). species). Then under the term planning, as a universal educational action of a regulative type, we will understand “determining 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 a teacher and peers - that is, determining the goals, functions of participants, ways of interaction."

Target: the formation of the ability to plan their actions.

Age: 8-10 years old.

Conduct form: group.

To form this skill, it is necessary to use exercises that encourage the child being taught to change his position. By changing his position (i.e., considering the situation as if from the point of view of another participant in the activity), the child learns to single out those connections and relationships between the elements of the situation that are usually perceived in an undifferentiated way. Thanks to the correlation of different points of view, the “centration” characteristic of children of this age on separate aspects of the problem being solved should be removed. In order to cause a change in position, training is divided into two stages. At the first (preliminary) stage, children actually act together. The difference between their positions (points of view) is manifested in practical actions and is not realized by children. At the second (“main”) stage, the child is offered to continue alone solving the problem that he previously shared with a partner. At the same time, now the child is required to perform both those operations that were listed for him before, and those that the partner was engaged in. By itself, the performance of operations for another does not yet ensure the acceptance of the position of the other. However, in this learning, the adoption of 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 Lesha (the name of the partner in the first stage is called) let us rest, and you yourself will act both for yourself and for him.” Further, already in the process of implementation, the teacher asks: "Who are you now? Seryozha? And now Lesha, right? I etc. Such an 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 extreme 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 start of the game.

Game progress: The players take turns moving the piece. In one move, the chip can “step” onto any circle connected by a path to the one on which it stood before. The winner is the one whose star ends up with a chip. To win, you need to make possible moves in your mind in advance and determine which of the paths will allow you to lead the chip to “your” star, while not losing sight of the fact that the enemy will counteract. At first, children simply practice playing on different fields. Then the teacher acts as an opponent, and, finally, in the last series, the child acts "one for two." In such a condition of the game "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 a preliminary orientation in the task in the internal plan, to plan their actions in the mind. The action, which initially appears to the child as a kind of undivided whole, is now clearly divided into separate sequential operations (moves).