“System-activity approach as a means of realizing the modern goals of education. System-activity approach as the basis of fgos dow. system-activity approach in teaching

System-activity approach

"The only way that leads
to knowledge is an activity” B. Shaw

Education is a system of processes of interaction between people in society, ensuring the entry of an individual into this society (socialization), and at the same time - the interaction of people with the objective world (that is, the processes of human activity in the world).

This means that the development of a person's personality is the development of the "man - the world" system. In this process, a person, a personality acts as an active creative principle. Interacting with the world, he builds himself. Actively acting in the world, in this way he determines himself in the system of life relations, his self-development and self-actualization of his personality take place. Through activity and in the process of activity, a person becomes himself.

Means, the learning process is the process of the student's activity, aimed at the formation of his consciousness and his personality as a whole. That's what a "system-activity" approach in education is!

Its main idea is that new knowledge is not given ready-made. Children "discover" them themselves in the process of independent research activities. They become little scientists making their own discovery. The task of the teacher when introducing new material is not to explain everything visually and easily, show and tell. The teacher must organize the research work of the children so that they themselves think of solving the problem of the lesson and explain themselves how to act in the new conditions.

The main tasks of education today are not just to equip the student with a fixed set of knowledge, but to form in him the ability and desire to learn all his life, work in a team, the ability for self-change and self-development based on reflective self-organization.

System-activity approachdetermines the need to present new material through the deployment of a sequence of educational tasks, modeling the processes under study, using various sources of information, including the information space of the Internet, involves the organization of educational cooperation at various levels (teacher - student, student - student, student - group).

Systems approach- a universal tool of cognitive activity: any phenomenon can be considered as a system, although, of course, not every object of scientific analysis needs it. A systematic approach acts as a means of forming a holistic worldview, in which a person feels an inextricable connection with the whole world around him.

What is the essence of the systems approach,what determines its effectiveness as a method? “The experience of modern knowledge,” writes the Russian philosopher and systemologist V.N. Sagatovsky, - shows that the most capacious and economical description of an object is obtained when it is presented as a system. Information obtained on the basis of a systematic approach has two fundamentally important properties: firstly, the researcher receives only information necessary , secondly, - information, sufficient to solve the task. This feature of the system approach is due to the fact that considering an object as a system means considering it only in a certain respect, in that respect in which the object acts as a system. System knowledge is the result of cognition of an object not as a whole, but a certain “cut” from it, produced in accordance with the system characteristics of the object. “The system-forming principle always “cuts off”, “roughens”, “cuts out” from an infinite variety a finite, but ordered set of elements and relations between them” (V.N. Sagatovsky).

Recently, representatives of the humanitarian fields of knowledge, including jurists, have begun to pay attention toactivity approachas a method of solving scientific problems. “For modern knowledge, especially for the humanities, the concept of activity plays a key, methodologically central role, since through it a universal and fundamental characteristic of the human world is given” (E.G. Yudin).

Speaking of correlation of systemic and activity approaches,It should be immediately noted that the latter is narrower in terms of its scope of use: its application is limited by the framework of the science of society, because "activity is a specifically human form of active attitude to the world around, the content of which is the expedient change and transformation of the world based on the development and development of existing forms of culture" ( E.G. Yudin).

However, the idea of ​​activity and the idea of ​​system are closely connected, gravitate towards each other.In connection with the systemic activity approach, it becomes more effective and methodologically strengthened. Moreover, their connection is most interesting not in those cases when they act as two explanatory principles, but in those “when system principles are involved in the construction of subject structures related to the study of activity”, that is, when"systematicity performs the function of an explanatory principle in relation to activity as a subject of study"(E.G. Yudin).

The concept of a system-activity approach was introduced in 1985 as a special kind of concept. By this, they tried to remove the opposition within the domestic psychological science between the systematic approach, which was developed in the studies of the classics of Russian science (such as B.G. Ananiev, B.F. Lomov, etc.), and the activity approach, which has always been S. Vygotsky, L.V. Zankov, A.R. Luria, D.B. Elkonin, V.V. Davydov and many others). The system-activity approach is an attempt to combine these approaches.

The system-activity approach ensures the achievement of the planned results of mastering the basic educational program of primary general education and creates the basis for the independent successful assimilation of new knowledge, skills, competencies, types and methods of activity by students.

Therefore, teachers need to master pedagogical technologies that can be used to implement new requirements. These are well-known technologies of problem-based learning, project-based learning. One of them is the "Technology of the activity method of teaching", developed by the teaching staff under the guidance of Doctor of Pedagogical Sciences, Professor L.G. Peterson.

This approach is aimed at the development of each student, at the formation of his individual abilities, and also allows you to significantly strengthen knowledge and increase the pace of learning the material without overloading students. At the same time, favorable conditions are created for their multi-level training, the implementation of the principle of modeling. The technology of the activity method of teaching does not destroy the "traditional" system of activity, but transforms it, preserving everything necessary for the implementation of new educational goals. At the same time, it is a self-regulating mechanism for multi-level education, providing the opportunity for each child to choose an individual educational trajectory; subject to guaranteed achievement of a socially safe minimum. This technology is a developed sequence of activity steps.

Didactic principles:

1. Operation principleis that the student, receiving knowledge not in a finished form, but obtaining 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 educational skills.

2. Continuity principlemeans such an organization of learning, when the result of activity at each previous stage provides the beginning of the next stage. The continuity of the process is ensured by the invariance of technology, as well as the continuity between all levels of training in content and methodology.

3. The principle of a holistic view of the worldmeans that the child should have a generalized, holistic view of the world (nature-society-itself), the role and place of science in the system of sciences.

4. Minimax principleis that the school offers each student the content of education at the maximum (creative) level and ensures its assimilation at the level of a socially safe minimum (state standard of knowledge).

5. The principle of psychological comfortinvolves the removal of 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.

6. The principle of variabilityinvolves the development of students' variant thinking, that is, an understanding of the possibility of various options for solving a problem, the formation of the ability to systematically enumerate options and choose the best option.

7. The principle of creativityimplies a maximum orientation towards creativity in the educational activities of schoolchildren, the acquisition of their own experience of creative activity. Formation of the ability to independently find solutions to non-standard problems.

The system-activity approach is aimed at the development of the individual, at the formation of civic identity. Training should be organized in such a way as to purposefully lead development. Since the main form of organizing learning is a lesson, it is necessary to know the principles of building a lesson, an approximate typology of lessons and criteria for evaluating a lesson within the framework of a system-activity approach.

System of didactic principles.

1) The principle of activity - is that the student, receiving knowledge not in a finished form, but obtaining 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 active successful formation of his general cultural and activity abilities, general educational skills.

2) The principle of continuity - means continuity between all levels and stages of education at the level of technology, content and methods, taking into account the age-related psychological characteristics of the development of children.

3) The principle of integrity - involves the formation by students of a generalized systemic understanding of the world (nature, society, oneself, the sociocultural world and the world of activity, the role and place of each science in the system of sciences).

4) Minimax principle - consists in the following: the school must offer the student the opportunity to master the content of education at the maximum level for him (determined by the zone of proximal 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).

5) Principle psychological comfort- involves 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 dialogue forms of communication.

6) The principle of variability - involves the formation of students' abilities for a systematic enumeration of options and adequate decision-making in situations of choice.

7) The principle of creativity - means maximum orientation to creativity in the educational process, the acquisition by students of their own experience of creative activity.

Typology of A.K. Dusavitsky.

The type of lesson determines the formation of a particular educational action in the structure of educational activity.

1. Lesson of setting a learning problem.
2. A lesson in solving a learning problem.
3. Modeling and Model Transformation Lesson.
4. A lesson in solving particular problems using an open method.
5. Lesson of control and evaluation.

Typology of lessons in the didactic system of the activity method

"School 2000..."

The lessons of activity-oriented goal-setting can be divided into four groups:

1. lessons of "discovery" of new knowledge;
2. reflection lessons;
3. lessons of a general methodological orientation;
4. developmental control lessons.

1. The lesson of "discovery" of new knowledge.

Activity goal:formation of students' ability to a new way of action.

Educational Purpose:expansion of the conceptual base by including new elements in it.

2. Lesson of reflection.

Activity goal:the formation of students' abilities for reflection of the correctional-control type and the implementation of the correctional norm (fixing their own difficulties in activity, identifying their causes, building and implementing a project to get out of the difficulty, etc.).

Educational Purpose:correction and training of the studied concepts, algorithms, etc.

3. Lesson of a general methodological orientation.

Activity goal:formation of students' ability to a new mode of action associated with the construction of the structure of the studied concepts and algorithms.

Educational Purpose:revealing the theoretical foundations for constructing content-methodological lines.

4. A lesson in developmental control.

Activity goal:formation of students' ability to implement control functions.

Educational Purpose:control and self-control of the studied concepts and algorithms.

Theoretically justified mechanism of control activity assumes:

1. presentation of a controlled variant;
2. the presence of a conceptually justified standard, and not a subjective version;
3. comparison of the tested variant with the standard according to the agreed mechanism;
4. evaluation of the comparison result in accordance with a predetermined criterion.

Thus, the lessons of developmental control involve the organization of the student's activities in accordance with the following structure:

1. students writing a version of the control work;
2. comparison with an objectively justified standard for the performance of this work;
3. students' evaluation of the comparison result in accordance with previously established criteria.

The division of the educational process into lessons of different types in accordance with the leading goals should not destroy its continuity, which means that it is necessary to ensure the invariance of the teaching technology. Therefore, when building a technology for organizing lessons of different types, theactivity method of teachingand provide a corresponding system of didactic principles as the basis for building the structure and conditions of interaction between the teacher and the student.

To build a lesson within the framework of the GEF IEO, it is important to understand what should be the criteria for the effectiveness of the lesson, regardless of which typology we adhere to.

1. Lesson objectives are set with a tendency to transfer function from teacher to student.
2. The teacher systematically teaches children to carry out a reflexive action (to assess their readiness, to detect ignorance, to find the causes of difficulties, etc.)
3. A variety of forms, methods and techniques of teaching are used, which increase the degree of activity of students in the educational process.
4. The teacher owns the technology of dialogue, teaches students to put and address questions.
5. The teacher effectively (appropriate to the purpose of the lesson) combines reproductive and problem-based forms of education, teaches children to work according to the rule and creatively.
6. At the lesson, tasks and clear criteria for self-control and self-assessment are set (there is a special formation of control and evaluation activities among students).
7. The teacher achieves understanding of the educational material by all students, using special techniques for this.
8. The teacher strives to evaluate the real progress of each student, encourages and supports minimal progress.
9. The teacher specifically plans the communicative tasks of the lesson.
10. The teacher accepts and encourages, expressed by the student, his own position, a different opinion, teaches the correct forms of their expression.
11. The style and tone of relationships set in the lesson create an atmosphere of cooperation, co-creation, and psychological comfort.
12. At the lesson, a deep personal influence "teacher - student" is carried out (through relationships, joint activities, etc.)

The structure of the lessons of maintaining new knowledge within the framework of the activity approach is as follows:

1. Motivation for learning activities.

This stage of the learning process involves the conscious entry of the student into the space of learning activities in the classroom. To this end, at this stage, his motivation for educational activities is organized, namely:

1) the requirements for it from the side of educational activity are updated (“must”);
2) conditions are created for the emergence of an internal need for inclusion in educational activities (“I want”);

3) a thematic framework is established (“I can”).

In the developed version, there are processes of adequate self-determination in educational activity and self-assertion in it, which involve comparing the student of his real “I” with the image “I am an ideal student”, conscious subordination of himself to the system of normative requirements of educational activity and the development of internal readiness for their implementation.

2. Actualization and fixation of an individual difficulty in a trial learning activity.

At this stage, the preparation and motivation of students for the proper independent implementation of a trial educational action, its implementation and fixation of individual difficulties are organized.

Accordingly, this stage involves:

1) actualization of the studied methods of action, sufficient for the construction of new knowledge, their generalization and sign fixation;
2) actualization of the corresponding mental operations and cognitive processes;
3) motivation for a trial educational action (“must” - “can” - “want”) and its independent implementation;
4) fixation of individual difficulties in the implementation of a trial educational action or its justification.

3. Identification of the place and cause of the difficulty.

At this stage, the teacher organizes the students to identify the place and cause of the difficulty. To do this, students must:

1) restore the performed operations and fix (verbally and symbolically) the place-step, the operation where the difficulty arose;

2) correlate their actions with the method of action used (algorithm, concept, etc.) and, on this basis, identify and fix in external speech the cause of the difficulty - those specific knowledge, skills or abilities that are not enough to solve the original problem and problems of this class or type in general.

4. Building a project to get out of the difficulty (goal and theme, method, plan, means).

At this stage, students in a communicative form consider a project for future learning activities: set a goal (the goal is always to eliminate the difficulty that has arisen), agree on the topic of the lesson, choose a method, build a plan to achieve the goal and determine the means - algorithms, models, etc. This process is led by the teacher: at first with the help of an introductory dialogue, then a prompt one, and then with the help of research methods.

5. Implementation of the constructed project.

At this stage, the project is being implemented: the various options proposed by the students are discussed, and the best option is selected, which is fixed in the language verbally and symbolically. The constructed method of action is used to solve the original problem that caused difficulty. In conclusion, the general nature of the new knowledge is clarified and the overcoming of the difficulty that arose earlier is fixed.

6. Primary consolidation with pronunciation in external speech.

At this stage, students in the form of communication (frontally, in groups, in pairs) solve typical tasks for a new method of action with pronouncing the solution algorithm aloud.

7. Independent work with self-test according to the standard.

During this stage, an individual form of work is used: students independently perform tasks of a new type and carry out their self-examination, step by step comparing with the standard. At the end, a performing reflection of the implementation of the constructed project of educational activities and control procedures is organized.

The emotional orientation of the stage consists in organizing, if possible, for each student a situation of success that motivates him to be included in further cognitive activity.

8. Inclusion in the system of knowledge and repetition.

At this stage, the limits of applicability of new knowledge are identified and tasks are performed in which a new way of acting is provided as an intermediate step.

Organizing this stage, the teacher selects tasks in which the use of previously studied material is trained, which has methodological value for the introduction of new methods of action in the future. Thus, on the one hand, there is an automation of mental actions according to the studied norms, and on the other hand, preparation for the introduction of new norms in the future.

9. Reflection of educational activity in the lesson (total).

At this stage, the new content studied in the lesson is fixed, and reflection and self-assessment by students of their own learning activities are organized. In conclusion, its goal and results are correlated, the degree of their compliance is fixed, and further goals of the activity are outlined.

IMPLEMENTATION OF THE PRINCIPLES OF THE SYSTEM-ACTIVITY APPROACH THROUGH THE SYSTEM OF LESSON ACTIVITIES

(brief description of work experience)

"The only way that leads
to knowledge is an activity"

B. Show

INTRODUCTION

The school today is rapidly changing, 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. Today, in the context of the transition of Russian education to federal state educational standards of the second generation, a change in the educational paradigm is taking place, which will affect all components of the education system.

Traditional education is focused on the formation of a certain amount of knowledge of students. However, at present, quite often one has to deal with functional illiteracy - the phenomena of a person's non-application of the necessary knowledge in specific life situations. A weak practical and humanitarian orientation of school knowledge is revealed.

The contradictions of the education system

The main tasks of education today are not just to equip a graduate with a fixed set of knowledge, but to form in him the ability and desire to learn all his life, work in a team, the ability for self-change and self-development based on reflective self-organization. The activity method of teaching helps to constructively fulfill the tasks of education of the 21st century. This didactic model allows you to:

.the formation of thinking through learning activities: the ability to adapt within a certain system in relation to the norms adopted in it (self-determination), the conscious construction of one's activity to achieve the goal (self-realization) and an adequate assessment of one's own activity and its results (reflection);

.formation of a system of cultural values ​​and its manifestations in personal qualities;

As a result, favorable didactic conditions are created. But the problem is that students are overloaded with training sessions, in connection with this, the amount of perceived educational information is reduced, which affects the quality of academic performance. An analysis of academic performance in recent years has shown that qualitative academic performance is declining in the middle link. There was a contradiction between the activities of students in the lesson and the effectiveness of the subject.

This determined the problem: selection, methods, means, forms of organization of the educational process in the classroom and outside the classroom activities of students.

Target my work: to reveal methods, ways and formsorganization of activities students as a means of increasing motivation for the subject, developing systemic thinking among schoolchildren, and forming a free personality.

Tasks:

1. Analyze and evaluate the main provisions of the activity approach in teaching

2. To identify the possibilities of applying the system-activity approach in school courses in geography and biology.

3. To select teaching technologies in school courses of the natural science cycle that meet the requirements of the system-activity approach.

4. Prepare methodological development of lessons in accordance with the goals and objectives of training and education, the conditions of educational activities, the demands of society

5. Develop tasks to fulfill the level of creative thinking, incl. problematic, choose relevant topics for projects

6. Form diagnostic tools for evaluating the productivity of the use of educational technologies.

ACTIVITY LEARNING SYSTEM

System approach as a general scientific method

Systems approach - a universal tool for cognitive activity: any phenomenon can be considered as a system, although, of course, not every object of scientific analysis needs it. The system method is indispensable in the cognition and construction of complex dynamic wholes.

At the present stage of the development of science, the theoretical development of the systems approach and its use as a method are already so wide that we can talk about a general scientific "system movement" that has a number of directions.

One of the prerequisites that determined the modern role of the systems approach in science is the rapid growth in the amount of information - the "information explosion". “Overcoming the contradiction between the growth of the amount of information and the limited possibilities of its assimilation can be achieved with the help of a systemic reorganization of knowledge” (A.I. Uemov).

A systematic approach acts as a means of forming a holistic worldview in which a person feels an inextricable connection with the whole world around him. Apparently, science is approaching that turn of its development, which is similar to the state of knowledge in ancient times, when there was a holistic, undivided body of knowledge about the world, but higher in level, corresponding to the new planetary thinking.

What isthe essence of the systems approach, what determines its effectiveness as a method? The peculiarity of the system approach is due to the fact that considering an object as a system means considering it only in a certain respect, in that respect in which the object acts as a system. System knowledge is the result of cognition of an object not as a whole, but a certain "cut" from it, produced in accordance with the system characteristics of the object.

Recently, representatives of the humanitarian fields of knowledge have begun to pay attention toactivity approach as a method of solving scientific problems. “For modern knowledge, especially for the humanities, the concept of activity plays a key, methodologically central role, since through it a universal and fundamental characteristic of the human world is given” (E.G. Yudin).

Speaking ofcorrelation of systemic and activity approaches, It should be noted right away that the latter is narrower in terms of its scope of use: its application is limited by the framework of the science of society, for “activity is a specifically human form of an active relationship to the world around us, the content of which is the expedient change and transformation of the world on the basis of development and development of available forms of culture” (E.G. Yudin). However,the idea of ​​activity and the idea of ​​system are closely connected, gravitate towards each other. AT When combined with a systemic approach, the activity approach becomes more effective and methodologically strengthened.

It makes sense to dwell on the basic concepts of systems theory.

System - an object whose functioning, necessary and sufficient to achieve its goal, is provided (under certain environmental conditions) by a combination of its constituent elements that are in expedient relationships with each other.

Element - an internal initial unit, a functional part of the system, whose own structure is not considered, but only its properties necessary for the construction and functioning of the system are taken into account. The “elementary” nature of an element lies in the fact that it is the limit of the division of a given system, since its internal structure in this system is ignored, and it acts in it as such a phenomenon, which in philosophy is characterized assimple. Although in hierarchical systems, an element can also be considered as a system. And what distinguishes an element from a part is that the word “part” indicates only the internal belonging of something to an object, and “element” always denotes a functional unit.Every element is a part, but not every part — element.

Compound - a complete (necessary and sufficient) set of elements of the system, taken outside its structure, that is, a set of elements.

Structure - the relationship between the elements in the system, necessary and sufficient for the system to achieve its goal.

Functions - ways to achieve the goal, based on the appropriate properties of the system.

Functioning - the process of implementing the expedient properties of the system, which ensures its achievement of the goal.

Target - this is what the system should achieve on the basis of its functioning. The goal may be a certain state of the system or another product of its functioning. The goal is a backbone factor. Othe object acts as a system only in relation to its goal. The goal, requiring certain functions for its achievement, determines through them the composition and structure of the system. For example, is a pile of building materials a system? Any absolute answer would be wrong. As for the purpose of housing, no. But as a barricade, shelter, probably yes. A pile of building materials cannot be used as a house, even if all the necessary elements are present, for the reason that there is no necessary spatial relationship between the elements, that is, structure. And without a structure, they are only a composition - a set of necessary elements.

The systems approach hastwo aspects: informative (descriptive) andconstructive (used when creating systems). Each of these aspects has its own implementation algorithm. With a descriptive approach, the external manifestations of the system (its expedient properties, as well as functions as ways to achieve the goal) are explained through its internal structure - composition and structure. When designing a system, the process goes through the following categorical steps:problem situation - goal - function - composition and structure - external conditions. At the same time, the constructive and descriptive aspects of the systems approach are closely related and complement each other.

The lesson remains the main form of organizing learning, therefore, in order to build a lesson within the framework of a system-activity approach, it is necessary to know the principles of building a lesson, an approximate typology of lessons and criteria for evaluating a lesson. The teaching methods and techniques used in the lesson should be based on the following:basic principles:

1) Principleactivities - lies in the fact that the student, receiving knowledge not in a finished form, but, obtaining 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 educational skills.

2) Principlecontinuity - means continuity between all levels and stages of education.

3) Principleintegrity - involves the formation by students of a generalized systemic view of the world.

4) Principlepsychological comfort - involves 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 dialogue forms of communication.

5) Principlevariability - involves the formation of students' abilities for a systematic enumeration of options and adequate decision-making in situations of choice.

6) Principlecreativity - means the maximum orientation to creativity in the educational process, the acquisition by students of their own experience of creative activity.

The structure of the lessons for the introduction of new knowledge and the features of some of its stages within the framework of the system-activity approach

1. Motivational-target stage involves a conscious entry of the student into the space of learning activities in the classroom. For this purpose, the following is organized: introducing into difficulty through a learning action that is difficult for the student, fixing an individual difficulty and establishing the causes of the difficulty - those specific knowledge or methods of activity that are not enough to solve the learning problem. Difficulty will be the goal. In this case, the need and opportunity realized by the student to supplement existing knowledge, obtain the necessary information, master a new method or discover it becomes relevant. Having established what kind of information is missing, students in a communicative form think about how to get it, i.e. design future learning activities: agree on the topic of the lesson, build a plan to achieve the goal and determine the means - algorithms, models, etc. This process is guided by the teacher: at first, with the help of a leading dialogue, then - inducing, and then with the help of research methods.

2. Procedural stage. At this stage, the resolution of the contradiction that has arisen is carried out through the implementation of the constructed project. Depending on the complexity of the task, the work is organized in a collective, pair or individual form. The results of the work in the form of a product of activity (oral answer or a sign model) are discussed, compared, clarified, corrected through leading questions and comparisons. The constructed method of action is used to solve the original problem that caused difficulty. As a result of the assignment, the general nature of the new knowledge is clarified and the overcoming of the difficulty that arose earlier is fixed.

At this stage, an individual form of work is also used: students independently perform tasks of a new type and carry out their self-examination. At the end, a performing reflection of the implementation of the constructed project of educational activities and control procedures is organized.

3. Reflective-evaluative stage.

At this stage, the new content studied in the lesson is fixed, and reflection and self-assessment by students of their own learning activities are organized. In conclusion, its goal and results are correlated, the degree of their compliance is fixed, and further goals of the activity are outlined. Depending on the content, nature and results of the activity, various types of reflection are used:

cognitive - that I understood how I worked, what methods I used, which of them led to the result, which were erroneous and why, how I would now solve the problem ...;
- social - how we worked in a group, how the roles were distributed, how we coped with them, what mistakes we made in the organization of work ...;
- psychological - how I felt, whether I liked the work (in a group, with a task) or not, why, how (with whom) I would like to work and why ...

Lesson structure new knowledge has the following form:

This structure of the lesson helps the teacher to correlate the stages of educational activity. This scheme is a reference signal-algorithm, which in an adapted form describes the main elements of the structure of learning activity, built in the methodological version of the activity theory.

Lesson performance criteria

Goals are set with a tendency to transfer function from teacher to student

Systematic exercise of reflexive action

A variety of forms, methods and teaching methods that increase the degree of activity of teachers

Using dialogue technology

An effective combination of reproductive and problem-based forms of education

Clear criteria for self-control and self-assessment

The teacher achieves understanding of the educational material by all students, using special techniques.

The real progress of each student is assessed, minimal progress is encouraged

The teacher plans communication tasks

The teacher accepts and encourages the student's own position, teaches the correct form of its expression

Relationship style creates an atmosphere of cooperation, psychological comfort

There is a deep personal impact "teacher - student"

Activity Approach Technologies

When organizing a system-active approach in the classroom, I use the following technologies:

Technologies of mental activity. We and our students are faced with the problem of choosing information. In my work, I place more emphasis ontechnologies for the development of critical thinking. It is necessary not only to skillfully master the information, but also to critically evaluate, comprehend, and apply it. When faced with new information, students should be able to consider it thoughtfully, critically, consider new ideas from different points of view, drawing conclusions about the accuracy and value of this information. At the present stage, many different interesting tricks, techniques and ways to intensify mental activity are offered (technologies for solving inventive problems (TRIZ), strategies for the development of critical thinking technologies (TRKM), collective mental activity, logical-semantic modeling, etc.) .

To understand what method or technique to use in a lesson, it is necessary to present each stage of the lesson as a complete module with clearly defined goals and objectives, as well as planned results.

Problem learning technology. Emotionally rich and productive lessons are obtained, where a problematic, non-standard situation is considered,as a result of which there is a creative mastery of professional knowledge, skills, abilities and the development of mental abilities, the ability to see the problem, formulate it, look for solutions, combine different analytical approaches, versions, positions, synthesize them, formulate conclusions.

For biology lessons, I have collected a rich material of problematic tasks for the course "Variety of living organisms" (the use of folklore material in the study of the Kingdoms of Plants and Animals) as well as for the section "Man and his health" (interesting facts about the structure and life of organs and systems, "The World of Man in Mathematical Problems")

Excerpts from works of Russian and world fiction are selected for geography lessons as epigraphs for lessons, and tasks of a problematic and creative nature

Technology of project training. The use of this technology allows the student to independently acquire the necessary knowledge, skillfully apply them in practice to solve emerging problems.

Work on the project is always focused on the independent activity of students (individual, pair, group), which they perform in the time allotted for this work (from a few minutes of a lesson to several weeks, and sometimes months).

Most often, the topics of projects are determined by the practical significance of the issue, its relevance, as well as the possibility of using meta-subject knowledge.

The specificity of the subjects of the natural cycle allows the use of this technology both in the classroom and outside of school hours. The guys are happy to work on projects and defend them at conferences of various levels.

DIAGNOSTICS OF THE PERFORMANCE OF THE USE OF MODERN TECHNOLOGIES

Any innovation, as you know, meets on its way support, approval or resistance. For me, this is also a sore point: how to make your lessons exciting and capacious in terms of content. I came to the conclusion that the technology of critical thinking is relevant, its use allows you to enliven the lesson, make it exciting and emotional. In addition, I set out to investigate the effectiveness of the application of technology for the development of critical thinking, as a means for the development of students' mental activity.

The purpose of this technology is to develop the mental skills of students, which are necessary not only in studies, but also in everyday life (the ability to make informed decisions, work with information, analyze various aspects of phenomena, etc.).

After analyzing the literature on the issue of interest, a hypothesis was put forward: if you use the methods and techniques of the technology for the development of critical thinking, then you can activate the mental activity of students:

the ability to ask questions;

the ability to highlight the main thing;

the ability to make comparisons;

the ability to establish causal relationships and draw conclusions;

the ability to see the meaning in information, to understand the problem as a whole;

the ability to search, analyze, and creatively process information.

Criteria were developed to evaluate performance:

development of logical thinking

development of critical thinking

application of critical thinking skills in various life situations.

In the course of the work, parameters and methods corresponding to the accepted indicators were selected.

Along with the methods indicated in the table, I use such a research method as pedagogical observation. I observed the students, how they are able to reflect on their activities and the activities of their classmates. In a lesson built on the technology of critical thinking, reflection works at all stages of the lesson. The process of reflection consists in the awareness of one's thoughts and actions, in the awareness of the thoughts and actions of another person. Such work of the mind develops the following qualities:

. willingness to plan;
. monitoring one's own actions;
. search for compromise solutions;
. willingness to correct their mistakes;
. perseverance in achieving the goal.

These qualities are necessary not only in educational activities, but also in various life situations. The installation on critical thinking forms such qualities in schoolchildren.

The results of the study, although still modest, show that use of critical thinking development technology develops the mental activity of students, forms the ability to speak reasonedly, ask reasonable questions, and make logical conclusions.

Methods and techniques of technology contribute to:
. better memorization of the studied material;
. energize students in the classroom;
. formulating questions develops cognitive activity.

MONITORING OF LEARNING OUTCOMES IN THE NEW PARADIGMA.

Changing the targets for the activities of the education system requires changing the forms and means of control.

The basis for building a monitoring system was the thesis formulated by L.A. Wenger, that "diagnosis is just a thermometer that allows you to determine whether the level of development of the child corresponds to the average age norm or deviates from it in one direction or another." At the same time, we understand the “level of development” in a broad sense - as the correspondence of the studied formal-thinking, value and content parameters to the reference (average in the age group). Thus, the purpose of this monitoring system is to diagnose learning outcomes, identify conditions that are most favorable for the development of the personality of each child.

Necessary for the activity of the education system is the development of criteria and unified control tools that allow to analyze the quality of learning outcomes. One of the possible solutions to this problem is a computer tool for monitoring progress - "Electronic supplement to textbooks".

The main objectives of the electronic supplement to textbooks are:

1) providing the teacher with objective expert information about the level of preparation of the class for each skill based on a comparative analysis of the results of the class and age group;

2) timely identification of positive and negative trends in the development of each student and the class as a whole throughout the school year, which will allow the teacher to effectively manage the educational process, taking into account the current situation in the class and providing an individual approach to each child;

3) elimination of negative aspects in the system of relations between all parts of the educational system both inside and outside the school, arising from the mismatch of assessment criteria and the lack of universal means of monitoring progress;

4) the inclusion of a computer in the teacher's arsenal of pedagogical tools, which will not only improve all his further activities, but also create favorable conditions for the implementation of programs for large-scale computerization of the modern school.

CONCLUSION

The result of this work is the stable interest of students in the subject, active participation in subject Olympiads of school, municipal and all-Russian levels.

As a result of the use of methods, means, a combination of various technologies of a system-activity approach, there is an increase in the motivation of students to the subject and the dynamics of the quality of academic performance.

Graduates annually choose to pass an exam in biology and geography and show good results and continue their studies in higher educational institutions, choosing the subject as the sphere of their future professional activity.

After working on the topic for three years, I came to the following conclusions:

1. The use of a system-activity approach to learning allows students to form educational and general educational competencies.

2. The use of a variety of methods, teaching aids allows you to maintain interest in the subject, motivate students.

3. Prepare graduates for the successful passing of the final exams of the GIA, the Unified State Examination.

Thus, a feature of the new generation standard is the combination of a systematic and activity approach in teaching as a methodology of the Federal State Educational Standard.

The system-activity approach is based on the theoretical provisions of the concept of L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, V.V. Davydova, P.Ya. Galperin, revealing the main psychological patterns of the learning process and the structure of students' learning activities, taking into account the general patterns of ontogenetic age development of children and adolescents.

The main idea of ​​this approach is that the main result of education is not individual knowledge, skills and abilities, but the ability and readiness of a person for effective and productive activity in various socially significant situations.

A systems approach is an approach in which any system is considered as a set of interrelated elements. The ability to see a task from different angles, to analyze many solutions, to single out components from a single whole or, conversely, to assemble a complete picture from disparate facts, will help not only in the classroom, but also in everyday life. The activity approach makes it possible to concretely embody the principle of consistency in practice.

In the system-activity approach, the category of "activity" occupies one of the key places and implies an orientation towards the result of education as a system-forming component of the standard, where the development of the student's personality on the basis of the assimilation of universal educational activities, knowledge and development of the world is the goal and main result of education.

In the context of the system-activity approach, the essence of education is the development of the individual. In this process, a person, a personality acts as an active creative principle. Interacting with the world, he builds himself. Actively acting in the world, he determines himself in the system of life relations. The main factor of development is educational activity. At the same time, the formation of educational activity means the formation of the spiritual development of the individual.

The main tasks of education today are not just to equip the student with a fixed set of knowledge, but to form in him the ability and desire to learn all his life, work in a team, the ability for self-change and self-development based on reflective self-organization.

The main idea of ​​the system-activity approach is that new knowledge is not given in finished form. Children "discover" them themselves in the process of independent research activities. The task of the teacher when introducing new material is not to explain everything visually and easily, show and tell. The teacher must organize the research work of the children so that they themselves think of solving the problem of the lesson and explain themselves how to act in the new conditions.

LITERATURE:

1. Asmolov A. G. System-activity approach in the development of new generation standards /Pedagogy M.: 2009 - No. 4. - C18-22.
2. Methodological and theoretical approaches to solving the problems of educational practice [Text]: collection of articles. - Krasnoyarsk, 2004. - 112 p.
3. New pedagogical and information technologies in the education system / Ed. E.S. Polat. - M., 2000.
4. Peterson L.G., Kubysheva M.A., Kudryashova T.G. The requirement for drawing up a lesson plan according to the didactic system of the activity method. - M., 2006.
5. Khutorskoy A.V. Experiment and innovation at school // №6 (2010) Section: Theory of innovation and experimental activity. - 2010. - No. 6 p. 2-11.
6. Shubina T.I. Activity method at school http://festival.1september.ru/articles/527236/
7. Technologies of the activity approach in teaching: choice and possibilities of use at different stages of the lesson. Guidelines. - HC IRO, 2013
8. Selikhova T.Yu. System-activity approach in the lesson. https://sites.google.com
9. Gin. A.A. Methods of pedagogical technique. https://docs.google.com/document
10. Serebrennikova G.V. Methods of pedagogical technique. http://www.openclass.ru/node/67368

SYSTEMIC-ACTIVITY APPROACH WITHIN THE FRAMEWORK OF GEF.

The school today is rapidly changing, 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. Which means the school must prepare its students for a life that it does not yet know about. Therefore, today it is important not so much to give the child as much knowledge as possible, but 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, which are designed to realize the developing potential of general secondary education.
Today, in the context of the transition of Russian education to federal state educational standards of the second generation, a change in the educational paradigm is taking place, which will affect all components of the education system. For the effective implementation of these large-scale innovative changes, each teacher must carry out a conceptual and practical understanding of innovative ways of developing education, determine the prospects and priority areas for the development of their professional activities, adjust goals, begin experimental verification of conceptual ideas, reflecting the results of their activities and the activities of students. Thus, the teacher, as the main subject of innovation, today, in the absence of experience and developed methods for implementing new approaches, simply needs experience in pedagogical design. Today there is a change in the paradigm of education - from the paradigm of knowledge, skills and abilities to the paradigm of the development of the student's personality. 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 learning goals, design ways to implement them, control and evaluate his achievements, in other words, the formation of the ability to learn. The development of new standards is based on system-activity approach .

The transition to a learning model based on an activity approach involves a change in 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 schooling it should be carried out according to the following scheme: students planning their activities in the lesson - their choice of information sources - mastering and appropriating new knowledge in the process of independent activity with these sources - introspection schoolchildren work results. Thus, the role of the teacher is changing: the teacher is the organizer of children's activities. School standards of the second generation cancel the "minimum knowledge" and introduce the concept of social order. The new system will allow schoolchildren to shed the burden of unnecessary knowledge. The education system will now be oriented towards civic, democratic and patriotic convictions. But the most difficult thing, in our opinion, is the restructuring of the teacher's consciousness: the transition to teaching according to new standards will require the teacher to master new professional skills in designing the educational process and its implementation based on developing technologies.
Chinese wisdom says: "I hear - I forget, I see - I remember, I do - I assimilate." In the system-activity approach, the category of "activity" occupies one of the key places, and the activity itself is considered as a kind of system.
In order for students' knowledge to be the result of their own searches, it is necessary to organize these searches, manage students, and develop their cognitive activity.

“If a student at school has not learned to create anything himself, then in life he will always only imitate, copy, since there are few who, having learned to copy, would be able to make an independent application of this information.”
L.N. Tolstoy

The task of the education system is not to transfer the amount of knowledge, but to teach how to learn. At the same time, the formation of educational activity means the formation of the spiritual development of the individual.
“It is necessary that children, if possible, learn on their own, and the teacher directs this independent process and provides material for it” - the words of K.D. Ushinsky reflect the essence of the lesson of the modern type, which is based on the principle of a system-activity approach. The teacher is called upon to carry out covert management of the learning process, to be the inspirer of students.

Activity approach- this is an approach to organizing the learning process, in which the problem of self-determination of the child in the educational process comes to the fore.

aim activity approach is the education of the personality of the child as a subject of life. In the most general sense, to be a subject means to be the master of one's activity, one's life. He:

Sets goals

Solves problems

Responsible for results.

The main means of the subject is the ability to learn, i. teach yourself. That is why learning activity is a universal means of development.

What does "activity" mean?

Purposeful system;

There is feedback;

Always has a genetically evolving analysis plan.

The concept of a system-activity approach indicates that the result can be achieved only if there is feedback.
The task of the school is not to give a volume of knowledge, but to teach how to learn. It develops into a system of universal educational activities. What do we mean when we say "learning activity"?
Learning activity is not pure cognition. Educational activity is an organ of development, self-development, self-education of the individual. Knowledge is embedded in this process.
What should a child learn?
We all remember the old parable about how the wise man came to the poor and said: “I see you are hungry. Let me give you a fish to satisfy your hunger.” But the Parable says: you don't have to give a fish, you have to teach how to catch it. The standard of the new generation is the standard that helps to teach how to learn, teach how to "fish", and thereby master the universal learning activities, without which nothing can happen. It is in action that knowledge is born.

The originality and significance of educational activities that the child changes himself. This means that the younger student is not indifferent to the activities he is engaged in, he realizes the importance of gaining knowledge, knows how to raise problematic questions and find ways to solve them, analyzes his activities, evaluates successes, determines the causes of mistakes and failures. This is possible if a student develops a learning activity, if the learning process makes the student its subject, that is, he is taught to teach himself (learn + sya), to realize personal responsibility for learning outcomes, to possess the skills of self-learning and self-development.
The learning process focuses on the future development of the younger student. In the course of primary education, the primary school student develops the skills of learning activities that allow him to successfully adapt in the main school and continue subject education in the middle level according to any educational and methodological set.
The system-activity approach is aimed at the development of the individual, at the formation of civic identity, indicates and helps to track the value orientations that are built into the new generation of Russian education standards.
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 a cognitive interest, it is necessary to confront them with a “surmountable difficulty”, that is, to create a problem situation, in order to solve it, educational actions are performed, at this stage it is necessary to create a situation of success.

The implementation of the technology of the activity method involves the following systems of didactic principles:

1) Principle activities - is that the student, receiving knowledge not in a finished form, but obtaining 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 educational skills.

2) Principle continuity - means continuity between all levels and stages of education at the level of technology, content and methods, taking into account the age-related psychological characteristics of the development of children.

3) Principle integrity - involves the formation by students of a generalized systemic understanding of the world (nature, society, oneself, the socio-cultural world and the world of activity, the role and place of each science in the system of sciences).

4) Principle minimax - consists in the following: the school must offer the student the opportunity to master the content of education at the maximum level for him (determined by the zone of proximal 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).

5) Principle psychological comfort - involves 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 dialogue forms of communication.

6) Principle variability - involves the formation of students' abilities for a systematic enumeration of options and adequate decision-making in situations of choice.

7) Principle creativity - means the maximum orientation to creativity in the educational process, the acquisition by students of their own experience of creative activity.

Training should be organized in such a way as to purposefully lead development. Requirements for the results of the Federal State Educational Standard IEO is the leading, system-forming component. The results of mastering the main educational program are:

Subject results - the mastered experience of activity specific to a given subject area in obtaining new knowledge, its transformation and application, the system of fundamental elements of scientific knowledge that underlies the scientific picture of the world;

Meta-subject results - mastered universal learning activities that ensure the mastery of key competencies that form the basis of the ability to learn, and interdisciplinary concepts;

Personal results - the readiness and ability of students for self-development, the formation of motivation for learning and cognition, the value orientations of students, social competencies, personal qualities.

Following this, the content of education, its methods and forms are changing.

The new result is formulated in the form of specific tasks:

1. Why teach? (GOAL)

2. What to teach? (change CONTENTS)

3. How to teach? (change of METHODOLOGY)

Thus, the goals and content of education are changing, new means and technologies of education are emerging.

The concept of the lesson is also changing.

The organization of the activities of students in the lesson occurs through: setting the goal of the activity; planning their actions to achieve the goal; the activity itself, the reflection of the results obtained.

The implementation of the activity method of teaching is based on methods: active, interactive, research, project

A new educational result unfolds through a certain sequence of stages of the learning process - a change in the structure of the lesson. Let me remind you the typology of A.K. Dusavitsky.

The type of lesson determines the formation of a particular educational action in the structure of educational activity.

1. Lesson of setting a learning problem.

2. A lesson in solving a learning problem.

3. Lesson of modeling and model transformation.

4. A lesson in solving particular problems using an open method.

5. Lesson of control and evaluation.

Modeling a lesson from the standpoint of a system-activity approach:

1. Self-determination for activity begins with motivation.

2. Actualization, fixation of difficulties and definition of the problem field.

3. Joint goal setting with students.

4. Statement of the exit project (joint search for ways to solve the problem).

5. Consolidation in external speech (with monologic or dialogic formulation of the solution).

6. Independent work with self-examination, self-assessment and mutual assessment.

7. Inclusion in the knowledge system and repetition (repeated cognitive actions, practical consolidation of experience).

8. Reflection.

To build a lesson within the framework of the GEF IEO, it is important to understand what should be lesson performance criteria, regardless of which typology we adhere to.

1. The objectives of the lesson are set with a tendency to transfer the function from the teacher to the student.

2. The teacher systematically teaches children to carry out a reflexive action (to assess their readiness, to detect ignorance, to find the causes of difficulties, etc.)

3. A variety of forms, methods and techniques of teaching are used, which increase the degree of activity of students in the educational process.

4. The teacher owns the technology of dialogue, teaches students to put and address questions.

5. The teacher effectively (appropriate to the purpose of the lesson) combines reproductive and problem-based forms of education, teaches children to work according to the rule and creatively.

6. At the lesson, tasks and clear criteria for self-control and self-assessment are set (there is a special formation of control and evaluation activities among students).

7. The teacher achieves understanding of the educational material by all students, using special techniques for this.

8. The teacher strives to evaluate the real progress of each student, encourages and supports minimal progress.

9. The teacher specifically plans the communicative tasks of the lesson.

10. The teacher accepts and encourages, expressed by the student, his own position, a different opinion, teaches the correct forms of their expression.

11. Style, tone of relationships, set in the lesson, create an atmosphere of cooperation, co-creation, psychological comfort.

Summing up what has been said, it should be noted that the topic "Modern Lesson" is broad and thorough. Therefore, it should be the main one in our methodological searches.

System-activity approach in teaching

The school today is rapidly changing, 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. Which meansthe school must prepare its students for a life that it does not yet know about. Therefore, today it is important not so much to give the child as much knowledge as possible, butto ensure its general cultural, personal and cognitive development, to equip it with such an important skill as the ability to learn.In fact, this is the main task of the new educational standards, which are designed to realize the developing potential of general secondary education.

To implement innovative changes associated with the transition to the second generation of the Federal State Educational Standard, each teacher must comprehend the ways of developing education, determine the prospects and priority areas for the development of their professional activities, adjust goals, begin experimental testing of conceptual ideas, reflecting on the results of their activities and the activities of students.

A comparative study of graduates of higher educational institutions of the post-Soviet and Western countries, conducted by the World Bank in 2006, showed that students from the post-Soviet countries show very high results (9–10 points) in the knowledge and understanding criteria, and very low scores in criteria "application of knowledge in practice", "analysis", "synthesis", "assessment" (1–2 points). And students from developed Western countries showed diametrically opposite results: they showed a high degree of development of analysis, synthesis skills, a high level of decision-making skills with a relatively low level of the “knowledge” indicator. Such results show the failure of the modern structure and content of general education.

Today, 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 learning goals, design ways to implement them, control and evaluate his achievements, in other words, the formation of the ability to learn. The development of new standards is based onsystem-activity approach .

The transition to a learning model based on an activity approach involves a change in the teaching methodology itself. The modern learning process should be carried out according to the following scheme:

- students planning their activities in the lesson

– their choice of sources of information

- mastering and appropriation of new knowledge in the process of independent activity with these sources

– self-analysis by schoolchildren of the results of work.

Thus, the role of the teacher changes: the teacher acts as the organizer of the children's activities. New standards cancel the "minimum knowledge" and introduce the concept of social order. The education system is now focused on the education of civic, democratic and patriotic convictions. But the most difficult thing today is the restructuring of the teacher's consciousness, who needs to master new professional skills in designing the educational process based on developing technologies.

Chinese wisdom says: "I hear - I forget, I see - I remember, I do - I assimilate." In the system-activity approach, the category of "activity" occupies one of the key places, and the activity itself is considered as a kind of system.
In order for students' knowledge to be the result of their own searches, it is necessary to organize these searches, manage students, and develop their cognitive activity.

New goals are being set for primary education. We often hear: "The one who wants to learn is a good student." And many teachers say: "Give us those who want to learn - we will teach them everything." But according to psychologists, among those entering school, 50% already do not want to study, and among those 50% who had this craving for knowledge at the entrance, in the first half of the year, by December, it drops to 30%.
It should be noted that the guys not only do not want to study. They do not want to study the way they are offered to do in most educational institutions. From this follow the new goals of education, which is based onsystem-activity approach.

The activity approach to life in general and to learning in particular is a significant achievement of psychology. The famous psychologist Leontiev said that human life is "a system of successive activities." The learning process as the transfer of information from teacher to student, according to psychologists, contradicts the very nature of man - only through his own activity, everyone learns the world. The discrepancy between the activities dictated by nature and the one that is being required to be performed at school gives rise to an urgent social problem: the unpreparedness of graduates for independent life and work.

The famous Russian teacher K.D. Ushinsky noted:“It is necessary that children, if possible, study independently, and the teacher directs this independent process and provides material for it”. These words exactly reflect the essence of the modern lesson, which is based on the principle of a system-activity approach. The teacher is called upon to carry out covert management of the learning process, to be the inspirer of students.

Activity approach is an approach to organizing the learning process, in which the problem of student self-determination in the learning process comes to the fore.

The purpose of the activity approach is the upbringing of the personality of the child as a subject of life.

To be a subject is to be the master of your activity:
- set goals

- to solve problems,

- be responsible for the results.

The concept of a system-activity approach was introduced in 1985 as a special kind of concept. Even then, scientists tried to remove the contradictions within domestic psychological science between the systematic approach, which was developed in the studies of the classics of our domestic science (such as B.G. Ananiev, B.F. Lomov and a number of researchers), and the activity approach, which has always been systemic. (it was developed by L.S. Vygotsky, L.V. Zankov, A.R. Luria, D.B. Elkonin, V.V. Davydov and many other researchers).

The system-activity approach is an attempt to combine these approaches.

What does "activity" mean? Activity is always a goal-oriented system aimed at results.
We all remember the old parable about how the wise man came to the poor and said: “I see you are hungry. Let me give you a fish to satisfy your hunger.” But the parable says: you don't have to give a fish, you have to teach how to catch it. The standard of the new generation is the standard that helps to teach how to learn, teach how to "fish", and thereby master the universal learning activities.
The originality and significance of educational activities that the child changes himself. This means that the younger student is not indifferent to the activities he is engaged in, he realizes the importance of gaining knowledge, knows how to raise problematic questions and find ways to solve them, analyzes his activities, evaluates successes, determines the causes of mistakes and failures.
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 a cognitive interest, it is necessary to confront them with a “surmountable difficulty”, that is, to create a problem situation, the solution of which will require the implementation of educational actions.

System of didactic principles.
The implementation of the system-activity method technology in practical teaching is provided by the following system of didactic principles:
1) Operation principle - lies in the fact that the student, receiving knowledge not in a finished form, but obtaining 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 educational skills.
2) Continuity principle - means continuity between all levels and stages of education at the level of technology, content and methods, taking into account the age-related psychological characteristics of the development of children.
3) The principle of integrity - involves the formation by students of a generalized systemic understanding of the world (nature, society, oneself, the sociocultural world and the world of activity, the role and place of each science in the system of sciences).
4) Minimax principle - consists in the following: the school must offer the student the opportunity to master the content of education at the maximum level for him (determined by the zone of proximal 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).
5) The principle of psychological comfort - involves 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 dialogue forms of communication.
6) The principle of variability - involves the formation of students' abilities for a systematic enumeration of options and adequate decision-making in situations of choice.
7) The principle of creativity - means maximum orientation to creativity in the educational process, the acquisition by students of their own experience of creative activity.

The presented system of didactic principles ensures the transfer of the 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 character, etc.). The developed didactic system does not reject traditional didactics, but continues and develops it in the direction of realizing modern educational goals. At the same time, it is a self-regulating mechanism for multi-level education, providing the opportunity for each child to choose an individual educational trajectory; subject to guaranteed achievement of a socially safe minimum.
The didactic principles formulated above set a system of necessary and sufficient conditions for organizing a continuous learning process in the activity paradigm of education.
At the same time, such approaches that have been popular in education in recent years, such as competence-based, student-centered, etc., not only do not contradict, but are partly “absorbed”, combined with a system-activity approach to designing, organizing and evaluating the results of education.

The system-activity approach assumes:
- education and development of personality traits that meet the requirements of the information society, innovative economy, the tasks of building a democratic civil society based on tolerance, dialogue of cultures and respect for the multinational, multicultural and multi-confessional composition of Russian society;
- transition to a strategy of social design and construction in the education system based on the development of the content and technologies of education that determine the ways and means of achieving the socially desired level (result) of the personal and cognitive development of students;
- orientation to the results of education as a backbone component of the Standard, where the development of the student's personality on the basis of the assimilation of universal educational activities, knowledge and development of the world is the goal and main result of education;
- recognition of the decisive role of the content of education and ways of organizing educational activities and educational cooperation in achieving the goals of personal, social and cognitive development of students;
- taking into account the individual age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication to determine the goals of education and upbringing and ways to achieve them;
- ensuring the continuity of preschool, primary general, basic and secondary (complete) general education;
- a variety of individual educational trajectories and individual development of each student (including gifted children and children with disabilities), ensuring the growth of creativity, cognitive motives, enrichment of forms of educational cooperation and expansion of the zone of proximal development.

The system-activity approach ensures the achievement of the planned results of mastering the basic educational program of primary general education and creates the basis for the independent successful assimilation of new knowledge, skills, competencies, types and methods of activity by students.

Every time we draft another lesson, we ask ourselves the same questions:

A) how to formulate the objectives of the lesson and ensure their achievement;
B) what educational material to choose and what didactic processing to subject it to;
C) what methods and means of training to choose;
D) how to organize their own activities and the activities of students;
E) how to make the interaction of all components lead to a system of knowledge, skills and abilities.

Much depends on the talent and skill of the teacher, his ability to organize "search" in the classroom, the ability to manage, and not coach.
Therefore, teachers need to master pedagogical technologies that can be used to implement new requirements.

British politicianWilliam Ward said:“A mediocre teacher expounds. A good teacher explains. Outstanding teacher shows. A great teacher inspires."

At the end of my speech, I would like to note that the system-activity approach in education is not just a set of educational technologies, methods and techniques, it is a kind of philosophy of the new education system, which allows the teacher to create, search, become, in collaboration with students, the master of his own work, to work for high results, to form universal learning activities for students - and, consequently, to prepare them for continuing education and for life in constantly changing conditions.

The system-activity approach, as the basis of the Federal State Educational Standard, is aimed at developing in children those qualities that they will need not only in the process of obtaining education, but also in life. The teacher, guided by the main principles of the method, teaches students to engage in an independent search for knowledge and information, the result of which is the discovery of new knowledge and the acquisition of some useful skills. And this is exactly what children need at the initial stage of education.

Key points

The system-activity approach, as the basis of the Federal State Educational Standard, is based on a number of didactic principles. Each of which is taken into account in the formation and planning of educational activities by the teacher.

It is based on the principle of integrity. Thanks to him, the pupils develop a correct idea of ​​​​the world. They learn to perceive it as a system.

Next comes the principle of variation. Its observance implies the regular provision of pupils with the opportunity to choose their own activities. It is very important. Indeed, in such situations, children acquire the skill of making informed choices.

The principle of operation is also important. It implies the active inclusion of the child in the educational process. Children should learn not only to listen to information and perceive the finished material, but also to extract it on their own.

Psychological aspect

In addition to the above, the principle of creativity is also observed, aimed at developing the various abilities of pupils.

Psychological comfort is also taken into account, reminiscent of the importance of arranging children's activities according to their interests. is also important. It consists in the obligatory consideration of the individual characteristics of each child in the process of education. All children develop at a different pace, and each of them is different from each other. A good teacher must always remember this.

And another principle is the continuity of the educational process. The system-activity approach, as the basis of the Federal State Educational Standard, includes it without fail. This principle ensures the formation and subsequent development of pupils at each age stage. Compliance with this provision contributes to personal self-development at all levels of education without exception. That is why it is so important to lay the appropriate "base" at an early stage.

Interaction with parents

There are a few more nuances that need to be noted. The system-activity approach, as the basis of the Federal State Educational Standard, has clear and detailed provisions. But what about their implementation? It is possible only if the parents of the pupils are interested in it. Their involvement in the activities of the preschool educational institution is mandatory. Without close cooperation, nothing will work.

The teacher, in turn, must form the parents' correct idea of ​​the unity of the tasks and goals of the preschool educational institution and the family. He needs to contribute to the growth of their psychological and pedagogical competence. To do this, institutions organize consultations, conversations, meetings, conferences, trainings. Parents, taking part in them, demonstrate indifference to their child and interest in his versatile development. In addition, they can help caregivers by talking about the characteristics of their children.

Implementation of the approach

It is carried out in several steps. The system-activity approach, as the methodological basis of the Federal State Educational Standard, implies strict adherence to sequence. The teacher works with young children, to whom everything needs to be carefully explained, and in such a way that they understand.

Therefore, the first step involves familiarizing the pupils with the situation. At the second stage occurs Then - collective work to identify difficulties in resolving the situation. The consequence of this step is the discovery by the pupils of a new knowledge or method of action. The last step is to understand the results obtained.

This is how the system-activity approach to teaching is implemented. Thanks to this method of learning, children do not hesitate to be active, think and express their thoughts. The method is based on dialogue and communication, so that pupils not only acquire new knowledge - they also develop their speech.

Actions of the teacher

The system-activity approach, as the basis for the implementation of the Federal State Educational Standard, requires professionalism from teachers. In order to take the first step and introduce children into the educational situation, the teacher must contribute to the creation of a psychological focus on the implementation of actions. To do this, you need to use techniques that are appropriate for the characteristics of the age group and situation.

Also, the teacher must be able to choose the right topic. It should not be forced on them. On the contrary, the teacher is obliged to give the children the opportunity to act in the situation that is familiar to them. Only based on their preferences, he models it. And rightly so, because only something familiar and interesting can activate children and make them want to participate in the process. And in order to identify the topic, the teacher should identify several options that are attractive to students. Then they will choose the most interesting one.

Then the teacher, with the help of a lead-in conversation, helps the children find ways to solve the problem. The main task is not to evaluate the answers. The teacher needs to teach children to look for a way out of the situation, based on their knowledge and experience.

Other aspects of teaching work

There are many other nuances that include the concept of a system-activity approach to learning. In addition to carrying out developmental work with the entire student team, the teacher also deals with other aspects that the field of pedagogy implies.

Each educator is obliged to conduct a psychological and pedagogical diagnosis of the educational universal actions available to children, and participate in monitoring the implementation of the Federal State Educational Standard. The teacher also carries out correctional and developmental and advisory work with individual pupils. Conducting psychological and pedagogical education of children is also mandatory.

At an early stage of education (in preschool and primary school), the teacher plays the role of not only a teacher, but also an educator, a second parent. He must create all the necessary conditions for the realization of the individual-personal capabilities of children.

Game Method

The system-activity approach, as the basis of the Federal State Educational Standard, is implemented in various ways. But the most popular and effective is the game method. This is a unique form of education that allows you to make the process of obtaining basic education more exciting and interesting for children.

Game forms make it possible to effectively organize the interaction between the teacher and students and make their communication more productive. Also, this method develops children's observation and allows you to gain knowledge about the phenomena and objects of the world. Even in the game, educational and educational opportunities are laid down, which, with a competent teaching approach, are fully realized.

Also, this entertaining way goes well with "serious" teaching. The game makes the process of acquiring knowledge entertaining, forms a good and cheerful mood in children. As a result, pupils learn information with great interest and are drawn to gaining knowledge. In addition, games can improve children's thinking, their creative imagination and attention.

Selection of competencies

These are not all the aspects that the system-activity approach includes as the technological basis of the Federal State Educational Standard. The range of issues discussed in the pedagogical sphere is much wider. And special attention is paid to the selection of competencies. To date, there are five of them, if we do not include the educational, cognitive and communicative aspects, which were mentioned earlier.

The first category includes value-semantic competences. They are aimed at developing moral principles and moral principles in children, as well as instilling in them the ability to navigate the world and be aware of themselves in society.

There are also information competencies. Their goal is to develop in children the ability to search, analyze and select information for its further transformation, preservation and use. The last two categories include social and labor and personal competencies. They are aimed at mastering children with knowledge in the civil-public sphere and at mastering various ways of self-development.

Importance of methodology

Well, as it was already possible to understand, the system-activity approach to education is the basis of the Federal State Educational Standard, which is really implemented in the modern field of education. It aims to develop basic learning skills in children. Which will allow them to quickly adapt in primary school and begin to master new knowledge and skills.