SYSTEM ACTIVITY APPROACH
IN TEACHING AND UPBRINGING OF YOUNGER SCHOOLCHILDREN
Veronika V. Nemtseva
3rd year student of the faculty of preschool, primary and special education
Belgorod State National Research University,
Belgorod
Scientific supervisor
Alexander V. Markov
senior lecturer
Foreign languages department
NRU BSU
Annotation. The article reveals the relevance and provides evidence of the need for a system-activity approach in modern education. The features of the implementation of the system activity approach, its purpose, principles are determined, and the main results of training and education are identified in accordance with the Federal State Educational Standard of the IEO. To help the teacher, the structure of the school lesson with a detailed description of each stage is proposed. In conclusion, possible errors of teachers are identified and ways to eliminate them are proposed.
Key words: system activity approach, personal meaning, activity method technology, didactic principles, learning outcomes, extracurricular activities, junior high school student, knowledge, education, training activities.
The school is changing rapidly today, trying to keep up with the times. The main change in society, which also affects the situation in education— is the acceleration of the pace of development. Therefore, today it is important not so much to give the child as much knowledge as possible, as to ensure his general cultural, personal and cognitive development, to equip him with such an important skill as the ability to learn. In fact, this is the main task of the new educational standards.
The main goal of education is not the transfer of knowledge and social experience, but the development of the student's personality, his ability to independently set educational goals, design ways to implement them, monitor and evaluate his achievements, in other words, the formation of the ability to learn.
The system-activity approach is the basis for the development of new standards.
The transition to an activity-based learning model involves changing the teaching methodology itself. The modern learning process is focused on the teacher's management of the cognitive activity of schoolchildren, and by the end of school it should be carried out according to the following scheme: planning by students of their activities in the classroom - their choice of information sources - mastering and appropriation of new knowledge in the process of independent activity with these sources - introspection by schoolchildren of the results of work. Thus, the role of the teacher is changing: he becomes the organizer of children's activities. The new school standard of primary general education abolishes the "minimum of knowledge" and introduces the concept of social order.
The activity approach is an approach to the organization of the learning process, in which the problem of student self-determination in the educational process comes to the fore. The purpose of the activity approach is to educate the child's personality as a subject of vital activity. To be a subject is to be the master of your activity: set goals, solve tasks, be responsible for results.
The task of a modern school is not to give a volume of knowledge, but to teach to learn.
What should a child learn?
There is an old parable about how a wise man came to the poor and said: "I see you're hungry. Come on, I'll give you fish to satisfy your hunger." But the parable says: it is not necessary to give fish, it is necessary to teach a person to catch it. The new generation standard helps to teach to learn, to teach to "fish" and, thereby, to master universal educational actions, without which nothing can be. It is in action that knowledge is born.
The peculiarity and significance of educational activity is that the child changes himself. This means that the younger student is not indifferent to the activity he is engaged in, is aware of the importance of acquiring knowledge, is able to raise problematic issues and find ways to solve them, analyzes his activities, evaluates successes, determines the causes of mistakes and failures. This is possible if the student has an educational activity, if the learning process makes the student its subject, that is, he is taught to teach himself, to be aware of personal responsibility for learning outcomes, to possess the skills of self-learning and self-development.
Any activity begins with setting a goal that is personally significant for students, when this goal is "assigned" by the student, he can understand and formulate the task. In order for students to have cognitive interest, it is necessary to confront them with a "surmountable difficulty", that is, to create a problematic situation. To solve it, training actions are performed, at this stage it is necessary to create a situation of success.
The implementation of the system-activity approach in practical teaching is provided by didactic principles. Let's list them.
The principle of activity is that the student, receiving knowledge not in a ready-made form, but extracting it himself, is aware of the content and forms of his educational activity, understands and accepts the system of its norms, actively participates in their improvement, which contributes to the active successful formation of his general cultural and activity abilities, general academic skills.
The principle of continuity means continuity between all stages and stages of education at the level of technology, content and methods, taking into account the age-related psychological characteristics of children's development.
The principle of integrity presupposes the formation by students of a generalized systemic view of the world (nature, society, oneself, the socio-cultural world and the world of activity).
The minimax principle is as follows: the school should offer the student the opportunity to master the content of education at the maximum level for him (determined by the zone of the closest development of the age group) and at the same time ensure its assimilation at the level of a socially safe minimum (state standard of knowledge).
The principle of psychological comfort implies the removal of all stress-forming factors of the educational process, the creation of a friendly atmosphere at school and in the classroom, focused on the implementation of the ideas of pedagogy of cooperation, the development of dialogical forms of communication.
The principle of variability presupposes the formation of students' abilities to systematically sort through options and adequate decision-making in choice situations.
The principle of creativity means maximum orientation to the creative beginning in the educational process, the acquisition of students' own experience of creative activity.
The presented system of didactic principles ensures the transfer of cultural values of society to children in accordance with the basic didactic requirements of the traditional school (principles of visibility, accessibility, continuity, activity, conscious assimilation of knowledge, scientific knowledge).
Every time I draft another lesson, I ask myself the same questions: how to formulate the objectives of the lesson and ensure their achievement; what educational material to choose and what didactic processing to subject it to; what methods and means of teaching to choose; how to organize their own activities and the activities of students; how to make the interaction of all components lead to a system of knowledge, skills and abilities.
A lot depends on the talent and skill of the teacher, his ability to organize "searches" in the classroom, the ability to manage, not to train. Therefore, teachers need to master pedagogical technologies with which to implement new requirements.
Speaking about the system-activity approach in education, it is impossible to separate this concept from the educational process. Only in the conditions of an activity approach, and not the flow of information, moralizing, a person is formed as a person. Interacting with the world, a person learns to build himself, evaluate himself and introspect his actions. Therefore, project activities, business games, collective creative activities are something that is aimed at practical communication, which has a motivational conditioning and involves the creation of an attitude of independence, freedom of choice and preparation of their lives in children. This is the system-activity approach, which undoubtedly does not bear fruit immediately, but leads to achievements.
Extracurricular activities, as well as the activities of students in the framework of lessons, are aimed at achieving the results of mastering the basic educational program. But, first of all, it is the achievement of personal and meta-objective results. This also determines the specifics of extracurricular activities, during which the student should not only and not even so much learn how to act, feel, and make decisions.
When organizing extracurricular activities in general education institutions, it is advisable to use various forms of organizing students' activities (excursions, circle and sectional classes, club meetings, round tables, conferences, debates, school scientific societies, Olympiads, competitions, exploratory and scientific research, socially useful practices), which are different from organizational forms in the regular system of education. Extracurricular work is closely related to the additional education of children when it comes to creating conditions for the development of creative interests of children and their inclusion in artistic, technical, ecological-biological, sports and other activities.
An activity-based approach is the main condition for the implementation of the Federal State Educational Standard. Within the framework of the standards, a new approach to the organization of education is being implemented, which is aimed at revealing the abilities of students, at forming a personality, as well as its readiness for life in the modern world.
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