Dmitry N. Zernyukov
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
IMPLEMENTATION OF THE SYSTEM-ACTIVITY APPROACH IN TEACHING IN MATHEMATICS LESSONS
Annotation. Thearticleconsiderstheconceptof "system-activityapproach".The main purpose and definition of the system-activity approach are revealed. We have listed the applied technologies of the approach in training. The paper substantiates the effectiveness of the system-activity approach.
Key words: System-activity approach, technology, Federal state educational standard, approach, student, teacher.
The introduction of the Federal State Educational Standard of primary general education involves the use of new approaches in the organization of classroom and extracurricular activities of students. The priority role is given to independent cognitive activity of students, during which students formulate the purpose and objectives of the lesson, get acquainted and consolidate new material, control the acquired knowledge and skills, evaluate their achievements. The successful organization of independent cognitive activity of students is facilitated by the implementation of a system -activity approach by the teacher.
Nowadays, interactive teaching methods are widely used in modern schools, as well as modern means of obtaining information. In this regard, it is important to use new ways of learning. The most effective of them is the system -activity approach.
The relevance of the study of this approach is determined by the interest on the part of teachers, to the study of these issues in general, and in the development of mathematical skills of students.
The main idea of the system -activity approach is that the main result of education is the ability and readiness of a person for effective and productive activity in various socially significant situations, and not individual knowledge, skills and abilities. The technology of the activity approach is based on the participation of the child in the educational process as a subject of learning. The main principle is that knowledge is not presented in a ready-made form, but students receive information in the process of vigorous activity. The task of the teacher is not to explain and tell everything in an accessible way, but to organize work to enhance the cognitive and practical activities of students in the mathematics lesson.
The very concept of a systemic -activity approach in teaching is quite “young” by the standards of scientific character: it was introduced by scientific teachers only in 1985 as a desire to unite views on a systemic educational approach, which was developed in the works of the classics of Russian pedagogy B.G. Ananiev, B.F. Lomovait, on the activity approach developed by L. S. Vygotsky, V.V. Davydov, L.V. Zankov, D.B. Elkonin and other authors.
The implementation of the system -activity approach ensures the continuity of learning, consistent, conscious study of the material, the formation of learning skills that students need to study in middle and high school.
In order for the system -activity method to work, various technologies have been developed in pedagogy. In practice, teachers use the following technologies of the system -activity approach.
Problem-dialogical technology. This technology is aimed at setting an educational mathematical problem and finding the right solution. The teacher together with the children forms the topic of the lesson. And in the course of the lesson, they solve the assigned learning tasks. As a result, new knowledge is formed.
Assessment technology. This technology helps students develop self-control, the ability to evaluate their actions and their results on their own and find errors in their work. This technology helps to develop students' motivation to succeed.
Productive Reading Technology. This technology helps to absorb the read information faster and better and form an opinion as a result of studying new information.
These technologies develop very important qualities, such as the formation of one's opinion on the basis of the information studied, the independent finding and elimination of one's own mistakes. It is important for a teacher living in modern realities to be able to use the considered technologies, since they are aimed at implementing the requirements for the implementation of the pedagogical process prescribed in p.
Teachers need to understand that all children are different. Some children have a predisposition towards the humanities. And if the teacher applies the technologies of the system -activity approach, then it may become easier for such children to perceive mathematics. If the children themselves try to understand the material, find the necessary material, systematize it and discuss it in the classroom, it will be much easier for them to understand the subject, and as a result, they may develop a craving for the exact sciences. If the child is more inclined towards the exact sciences, then the system -activity method can help him express his thoughts more accurately in the process of discussing the material. When using the methods of the system -activity approach, the integration of various areas of knowledge is carried out.
System -activity approach in mathematics lessons allows us to solve an important educational problem of our time - the development of mathematical abilities in children, and as a result, the formation of strong personalities. As a result of such training, students not only master the program in the subject being studied, but also acquire many useful skills.
All these skills are important in the modern world, since a person consumes a large amount of information every day, and separating the necessary information from the unnecessary and systematizing it is a very important quality.
In this article, we considered the system -activity approach. The technologies of the system -activity approach were studied. Considered the effectiveness of the system -activity approach. Considered the skills that students can acquire through a system -activity approach.
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