Activity approach in education. Scientific and methodological development "active approach to learning"

Consultation for teachers

The activity approach in educational activities with preschoolers.

November 2014 Kuvshinova S.N.

The world around us has changed and so have the children. The main task of their education is to understand detailed plan development of the child that he already has.
System preschool education switched to new stage: evidence of this is the emergence of a fundamentally new document - the Federal State Educational Standard for Preschool Education (FSES DO).

The task of preschool education is not to maximize the development of the child, not to speed up the timing and pace of transferring him to the "rails" of school age, but, first of all, to create for each preschooler all the conditions for the most complete disclosure and realization of his unique, specific age potential.

Today, the problem is acutely posed - how to deploy the education system in the direction of educating a person capable of creatively solving life problems, providing for the education of a creative person capable of creating universal values: spiritual and cultural.

Nature gives man very little time in childhood so that he can unleash his creativity.

A modern kindergarten should become a place where the child gets the opportunity for broad emotional and practical independent contact with the closest and most significant areas of life for his development. Accumulation by a child under the guidance of an adult of valuable experience in cognition, activity, creativity, comprehension of his abilities, self-knowledge - this is the way that contributes to the disclosure of the age potential of a preschooler.

The personality of the teacher is called upon to become an intermediary between the activity and the subject of activity (the child). Thus, pedagogy becomes not only a means of education and training, but to a greater extent - a means of exciting creative and search activity.

Updating the content of education requires the teacher to search for methods, techniques, pedagogical technologies, activating the activity, activity of the child, developing the personality of the child in the process various kinds activities. Therefore, the activity approach in organizing the educational process in preschool educational institutions is so in demand.

The approach as a category is broader than the concept of "learning strategy" - it includes it, defining the methods, forms, techniques of learning. The foundations of the personality-activity approach were laid in psychology by the works of L.S. Vygotsky, A.N. Leontiev, S.L. Rubinshtein, where the personality was considered as a subject of activity, which itself, being formed in activity and in communication with other people, determines the nature of this activity and communication.

Activity can be defined as a specific type of human activity aimed at the knowledge and creative transformation of the surrounding world, including oneself and the conditions of one's existence.

Activity- an active attitude to the surrounding reality, expressed in the impact on it. Made up of actions.

Activity- a system of human actions aimed at achieving a specific goal

The activity approach is:

Subject-oriented organization and management of the child's activities by the teacher in solving specially organized educational tasks of varying complexity and problems. These tasks develop not only the subject, communicative and other types of competencies of the child, but also him as a person.

It involves opening the whole range of possibilities to the child and setting him up for a free, but responsible choice of one or another opportunity.

The activity approach sets the following tasks for the teacher:

Create conditions in order to make the process of acquiring knowledge by the child motivated;

To teach the child to independently set a goal and find ways, including means, to achieve it;

Help the child develop the skills of control and self-control, assessment and self-esteem.

The main idea of the activity approach in education is connected not with the activity itself as such, but with activity as a means of the formation and development of the child. That is, in the process and result of the use of forms, techniques and methods educational work not a robot is born, trained and programmed for precise execution certain types actions, activities, and a Person who is able to choose, evaluate, program and design those types of activities that are adequate to his nature, satisfy his needs for self-development, self-realization. Thus, a Man is seen as a common goal, capable of turning his own life activity into an object of practical transformation, treating himself, evaluating himself, choosing the methods of his activity, controlling its course and results.

The activity approach in education in the aggregate of components is based on the idea of the unity of the personality with its activity. This unity is manifested in the fact that activity in its diverse forms directly and indirectly brings about changes in personality structures; the personality, in turn, simultaneously directly and indirectly selects adequate types and forms of activity and transforms activities that meet the needs personal development.

The essence of education from the point of view of the activity approach lies in the fact that the focus is not just on activity, but on the joint activity of children with adults, in the implementation of jointly developed goals and objectives. The teacher does not submit ready-made samples, creates, develops them together with the children, a joint search for the norms and laws of life in the process of activity and makes up the content educational process implemented in the context of the activity approach.

Principles of the activity approach:

the principle of the subjectivity of education:

The pupil is not an object of the educational process, not just a performer, he is the subject of the activity through which his self-realization is carried out.

K.D.Ushinsky wrote: “The activity should be mine, captivate me, come from my soul.” The natural development of personality occurs only in the process of one's own activity.

The subjective properties of a person are also manifested in a person's ability to communicate, interact, establish personal contacts, and mutual understanding. The ability to enter into a dialogue and maintain it, most importantly, in developed abilities to produce semantic transformations not only in oneself, but also in others. There is a deep meaning in the possibility of broadcasting, the interchange of subjectivity pedagogical interaction.

the principle of accounting for the leading types of activities and the laws of their change:

Takes into account the nature and laws of changing the types of leading activities in the formation of the child's personality as the basis of periodization child development. The approach, in its theoretical and practical foundations, takes into account scientifically substantiated propositions that all psychological neoplasms are determined by the leading activity carried out by the child and the need to change this activity.

the principle of taking into account sensitive periods of development:

Focuses on the senesitive periods of development of preschoolers as the periods in which they are most “sensitive” to language acquisition, mastering the ways of communication and activity, objective and mental actions. For example, up to 3 years - the sensitive period of speech development, 4.5-5 years - the development of phonemic hearing. This orientation necessitates a continuous search for the appropriate content of education and upbringing, both substantive and identical, symbolic in nature, as well as appropriate methods of education and upbringing.

the principle of overcoming the zone of proximal development and the organization in it joint activities children and adults:

Of particular importance is the position formulated by L.S. Vygotsky:

“... by exploring what the child will accomplish on his own, we explore the development of yesterday, by exploring what the child is able to accomplish in cooperation, we determine the development of tomorrow.”

the principle of enrichment, strengthening, deepening of child development:

According to the theory of the intrinsic value of the preschool period of human life (the theory of A.V. Zaporozhets), the main path of development of a child during preschool childhood is the amplification of development, that is, enrichment, filling with the most significant for the child, specifically children's preschool forms, types and methods of activity. The closest and most natural activities for a preschool child - play, communication with adults and peers, experimentation, object, visual, artistic and theatrical activities, child labor and self-service - occupy a special place in the system.

the principle of designing, constructing and creating a situation of educational activity:

The activity should be socially significant and socially useful.

the principle of mandatory effectiveness of each type of activity;

the principle of high motivation of any kind of activity;

the principle of mandatory reflectivity of any activity;

Reflection is the process of self-knowledge by the subject of internal mental acts and states,analysis of the subject's own experiences.

the principle of moral enrichment used as a means of activities;

the principle of cooperation in the organization and management of various activities;

the principle of the child's activity in the educational process, which consists in the child's purposeful active perception of the phenomena being studied, their comprehension, processing and application.

The activity approach presupposes opening the whole range of possibilities to the child and creating in him an attitude towards a free, but responsible choice of one or another opportunity. The activity approach is the organization and management of the child's activities by the teacher in solving specially organized educational tasks of varying complexity and problems, developing different types of competencies of the child and the child himself as a person. (L.G. Peterson)

The structure of educational activities based on the activity approach

Creating a problem situation

Target setting

Motivation for activity

Designing Solutions to a Problem Situation

Performing actions (tasks)

Performance analysis

Summarizing

Stages of activity

Involvement process:

1. Contribute something to keep most kids interested

2. Remove something, leaving an empty space (there are no dolls or cars left in the group, etc.)

3. Someone comes to visit or a toy

4. The effect of surprise (noise, crackling, knocking ...)

5. Do something unusual in the presence of children with a request to move away and not interfere (look intently out the window, play checkers with the junior teacher, etc.)

6. Intrigue (wait, I’ll tell you after charging; don’t look, I’ll show you after breakfast; don’t touch it, it’s very fragile, ruin it; for example, it snowed, hang a sheet on the window before the children arrive “Guys, don’t look yet, I have such a nice picture, we'll talk about it later)

7. Agree with parents to dress the child in something of a certain color; the cook invites guests and asks to do something; musical hand promises interesting entertainment, but you need help with something

8. Specially organized situation (replace all soap with pebbles, chalk with a piece of sugar)

9. Child’s birthday (teacher: “Guys, put candy wrappers in a box, I need them for a surprise.” Children are interested: “What kind?”)

10. The teacher needs the help of children in something specific, he asks the children

If a boy or a shy child wants to say something, ask them first, and only then let the girls speak

nomination various options what to do to solve the problem. Children's answers are not to be evaluated, to accept any, not to offer to do or not to do something, but to offer something to choose from. Rely on personal experience children by choosing assistants or consultants. In the process of activity, the teacher always asks the children: “Why, why are you doing this?” So that the child comprehends each step. If a child does something wrong, give him the opportunity to understand what exactly, you can send a smarter child to help

Comparative analysis of the traditional learning process and the activity approach

Methodological approaches to organizing classes with children:- The child takes an active position in the lesson: he is either listening, then observing, then acting; - the spirit of discovery dominates during educational activities; - A change of mise-en-scenes and movement are obligatory; - The next type of activity should begin with setting a task in a general form; - Do not accept children's answers without substantiating their opinion and do not disregard a single answer; - Refuse the judicial role: when a child speaks, he addresses the children, and not the teacher; - Teach children to see the possibility of multivariate tasks; - The statistical posture of the child should not exceed 50% of the time of the entire lesson; - In the process of managing children's activities, only a democratic style of communication is acceptable; - It is necessary to maintain a sense of success in children.
Methods and forms used in the activity approach: dialogue, project, game motivation, goal-setting, creating a situation of choice, reflective pedagogical support, creating a situation of success, ensuring self-realization of children Forms of self-realization of preschoolers:Exhibitions (thematic and author's);Personal exhibitions of children's works;Presentation;Game projects ( prerequisite self-realization of the child is his participation in the project and the product of children's activities); Collections.

So, the golden rules of the activity approach:

Give your child the joy of creativity, awareness of the author's voice;

Lead the child from his own experience to the public;

Be not "ABOVE", but "NEAR";

Rejoice at the question, but do not hasten to answer;

Learn to analyze each stage of work;

By criticizing, stimulate the activity of the child.

Leontiev A.N. Activity. Consciousness. Personality.M., 1977.

Dictionary - reference book of the educator / Auth.-comp. S. S. Stepanov. - M.: TC Sphere, 2008.

1. Theoretical substantiation of the project topic

The essence of the activity approach in pedagogy

In its most general form, the activity approach means the organization and management of a student's purposeful educational activities in the general context of his life activity - the orientation of interests, life plans, value orientations, understanding the meaning of education and upbringing, personal experience in the interests of becoming a student's subjectivity.

The activity approach in its predominant orientation on the formation of the subjectivity of the pupil, as it were, compares in functional terms both areas of education - training and education: when implementing the activity approach, they equally contribute to the formation of the child's subjectivity.

At the same time, the activity approach, implemented in the context of the life of a particular student, taking into account his life plans, value orientations and its other parameters of the subjective world, is essentially a personal-activity approach. Therefore, it is quite natural in order to comprehend its essence by highlighting two main components - personal and activity.

Basic concepts of the activity approach

Human activity is a special important form of activity, as a result of which the material included in the activity (external objects, the internal reality of a person) is transformed, the activity itself is transformed, and the one who acts, that is, the subject of the activity, is transformed. The most profound researcher of the problems of mental activity in their unity with the problems of pedagogy V.V. Davydov noted: “Not all manifestations of vital activity can be attributed to activity. Genuine activity is always connected with the transformation of reality.” Let's add: external or internal for a person. Naturally, such a form of activity as dreams or fantasies cannot be classified as an activity. The variety of types of activity (and this primarily refers to internal activity and the corresponding category) reflect such concepts as “spiritual activity”, “interaction”, “communication”, “goal-setting as an activity”, “sense-forming activity”, “life-creation as an activity ". The activities of the educator managing and organizing the activities of pupils are reflected in the category “meta-activity”, or “above-subject activity”. The need to maintain such a category is due to the fact that the teacher, as it were, rises above all the types and forms of activity available to him and his pupils, assimilates them at a professional level in order to effectively use them in the interests of educating pets as subjects in activity and life in general. Thus, education appears as an activity for the organization of other types of activity, in which the teacher himself is brought up to no lesser extent. Some authors refer to the category of meta-activity as a description of the personal life of the pupil. This refers to the fact that the pupil himself organizes his activity and finds his own meaning in it, thereby transforming his value-semantic sphere. Upbringing in this sense appears as a meta-activity for the transformation by the pupil of his value-semantic sphere through self-organization of activity.

Principles as an integral part of the activity approach
The specific principles of the activity approach are as follows:

the principle of the subjectivity of education;
the principle of accounting for the leading types of activities and the laws of their change;
the principle of taking into account age periods of development;
the principle of mandatory effectiveness of each type of activity;
the principle of high motivation of any kind of activity;
the principle of mandatory reflection of any activity;
the principle of moral enrichment used as a means of activities;
the principle of cooperation in the organization and management of various activities.

The activity approach in teaching is the realization of the conclusion of psychological science: knowledge is assimilated by the subject and manifested only through his activity; the learning process should be based on the gradual complication of the content, methods, nature of students' activities.

The technology of the activity method is a tool that allows solving the problem of changing the tasks of education - from formative to developing, i.e. building an educational space in which the active abilities of students are effectively developed. Today it is necessary to master not just one of the educational technologies within the framework of the old method, as happened before, but it is required change the method– move from explaining new knowledge to organizing the “discovery” of it by children. This means a change in the worldview of the teacher, the usual ways of his work.

The activity method in the system of developing education allows to achieve the goal - readiness for self-development. The educational technology of the activity approach allows:

achieve the goals set for a specific academic subject;
ensure the implementation of the main directions of the pedagogical strategy: humanization, democratization, continuity, student-centered approach;
focus on the development of creative activity.

The preparation and conduct of activity-oriented lessons is one of the most urgent problems for teachers today.
The didactic system was developed by the Association “School 2000…”:

Let's compare the traditional (explanatory) and activity methods of teaching.

Mechanisms for organizing the educational process
in traditional and activity ways of learning

Explanatory way learning	Activity Components	activity way learning
Set by the teacher, can be declared by the person replacing him (high school student)	1. Target- a model of the desired future, the expected result	In the process of problematization, internal acceptance by students of the goal of the upcoming activity is ensured.
External motives of activity are used	2. motives- incentives to action	Reliance on internal motives of activity
They are chosen by the teacher, the usual ones are often used, regardless of the goal	3. Funds- the way in which activities are carried out	Jointly with students the choice of a variety of teaching means adequate to the goal
Invariant actions provided by the teacher are organized	4. Actions- the main element of activity	Variability of actions, creation of a situation of choice in accordance with the capabilities of the student
An external result is traced, mainly the level of mastering knowledge	5. Result- material or spiritual product	The main thing is internal positive personal changes in the process of learning
Comparison of the result obtained with generally accepted standards	6. Grade- goal achievement criterion	Self-assessment based on the application of individual standards of achievement

As you can see, with the explanatory-illustrative method of teaching, the activity is set by the teacher from the outside, and therefore most often it is not perceived by schoolchildren and becomes indifferent to them, and sometimes even undesirable. All components of the activity are in the hands of the teacher, the personality of the student is not represented here, moreover, it can be perceived as something that hinders the actions of the teacher. The teacher organizes his activities, broadcasts the finished content, controls and evaluates its assimilation. The student's duties include only the implementation of the reproductive actions proposed by the teacher.

At the heart of the activity method of teaching is the personal inclusion of the student in the process, when the components of the activity are directed and controlled by him. The educational process takes place in conditions of a motivated inclusion of a student in cognitive activity, which becomes desirable, attractive to students, bringing satisfaction from participation in it. The student himself operates with the educational content, and only in this case it is assimilated consciously and firmly, and the process of development of the student's intellect is underway, the ability for self-learning, self-education, self-organization is formed. With this method of teaching, a comfortable psychological well-being of teachers and students is ensured, a sharp decrease in conflict situations in the classroom. Favorable prerequisites are being created for raising the level of general cultural preparation of schoolchildren and developing their creative potential. A psychologically competently organized learning process provides the possibility of forming a different type of personality: a knowledgeable, communicative, reflective person, capable of self-development.

The solution of the main tasks associated with procedural internal changes in the educational process involves the following:

active inclusion of the student himself in the search educational and cognitive activity, organized on the basis of intrinsic motivation;
organization of joint activities, partnerships between teachers and students, the inclusion of children in pedagogically appropriate educational relations in the process learning activities;
ensuring dialogic communication not only between the teacher and students, but also between students in the process of obtaining new knowledge.

Therefore, in each lesson, it is necessary to strive to ensure that the student is aware of goal forthcoming activity (the goal is the main component of the activity, which is defined as the intended result);
comprehended and internally accepted motives cognitive activity those associated with the process of cognition itself and its result (internal motives for learning activities, specifying the need for learning activities, orient children towards ways of obtaining knowledge, and not towards results); given the opportunity choice of means in the process of carrying out cognitive activity (students often, in the course of a properly organized training session, ask the teacher for permission to discuss a problem in a microgroup, turn to dictionaries, reference books, a textbook, if all other possibilities have been exhausted, ask to postpone consideration of the issue to the next lesson so that there is the possibility of discussing it at home with parents, etc.); secured the possibility of independent implementation of educational activities, even if it is erroneous (the implementation of the motives and goals of educational activity is carried out in the process of the student performing a system of educational actions: initially schoolchildren are not able to independently set educational tasks and perform actions to solve them, until a certain time the teacher helps them in this, but gradually they acquire the appropriate skills themselves students; the richness of the mastered actions and the flexibility in their application largely determine the degree of complexity for the student of educational activity); a situation has been created in which the student has the opportunity to see the achieved individual result, to keep it, to rejoice at what has been achieved, to produce it self-esteem.

In this case, the personal mastery of knowledge from cramming and annoying repetitions turns into a process of intensive mental development, due to which the child's thinking capabilities are significantly expanded. This is the main path of a student to self-awareness (a person's knowledge of himself) and the development of his intellect.

2. Relevance of the project

The emphasis in the development of pedagogical technologies in all developed countries of the world is on teaching the ability to independently extract necessary information, isolate problems, set tasks, find ways to rationally solve them, analyze the knowledge gained and apply them in practice. The solution of these problems is possible with the organization of the educational process based on the activity approach in teaching.

3. Research apparatus

The apparatus for studying the problem of implementing the activity approach in teaching class students is determined by the content of the project. These are: analysis of literature on the problem of the project; study and generalization of pedagogical experience in the field of implementation of the technology of the activity approach; modeling; questioning; observation.

The aim of the study is to create a model of a new promising adaptive class as the most appropriate for changing social and pedagogical conditions based on the implementation of the technology of the activity approach.

The object of research is the educational process.

The subject of the study is the pedagogical conditions for using the technology of the activity approach in the educational process.

The course of the study was determined by the following hypothesis: a significant relationship between the content, the nature of the educational process, focused on the self-determination of the student's personality and the level of management of this process suggests that effective results are possible if:

developed pedagogical foundations for managing the educational process, including theoretical aspect;
modeling of the educational process on the activity approach, - and organizational and pedagogical aspect;
content, forms and methods of building the educational process using the technology of the activity approach;

In accordance with the goal and hypothesis, the following tasks:

1. To study and analyze the problem of the child's readiness for learning.

2. Clarify and concretize the concepts of “technology of the activity approach”, “quality of education”.

3. Realize the simulation of class development.

4. To develop the pedagogical foundations for managing the educational process, built on the basis of an activity approach.

5. Improve the qualifications of the teacher in order to be included in innovative activity on the introduction of technology of the activity approach in teaching.

4. Expected result
Stage I:

Creation of a solid base of knowledge, skills and abilities necessary for the transition to the main school;
The content of the training should contribute to the development of curiosity and interest, awareness of the need for the material being studied, intellectual satisfaction derived from the learning process;
The teacher introduces students to the scope of the subject, creates an atmosphere of emotional involvement, arousing interest in the subject, lays the foundations of systemic knowledge, works out the technique for performing activities in solving various educational tasks (i.e., teaching how to learn), ensuring the future success of his school career up to release itself)
Gradual build-up of cognitive tasks with obligatory access to state standards at the finish line;
Developing a personality, protecting the individuality of students, to teach to be aware of themselves as members of a single team that successfully solves the problems of education and upbringing.

5. Implementation of the activity approach in the practice of education

The goals of the educational and upbringing systems of the class will be achieved through the use of activity technologies.

The main tasks of the class.
Tasks are defined in three areas of the educational process.

1. Development tasks.

Determine the content of education in elementary school (grades 1–4) of a developing, general nature. Conduct developmental training according to the teaching materials “School 2000”
Create conditions for identifying, developing and realizing the abilities of students;
To develop cognitive, research skills of schoolchildren, to encourage the creative activity of students
Develop the ability to set a goal, plan work, work and achieve results, analyze and evaluate their activities.

2. Learning objectives.

Ensure that all students achieve the requirements of the mandatory content of the minimum education in the educational areas of the basic curriculum.
Using the possibility of an innovative program of developmental education in grades 1-4 according to the EMC "School 2000", various local innovations to improve the quality of schoolchildren's education at the subject level;
To increase the level of formation of “universal learning activities” that provide “the ability to learn”.
Provide an opportunity for every student to additional education according to your interests.

3. The tasks of education.

Upbringing of a viable personality by physical culture and health-improving means using the forms and methods of health-saving technologies.
To form the ability to perceive the world emotionally and valuablely.
Develop self-organization skills.
To educate a citizen, a patriot on the basis of universal values.

Education is perhaps the most important economic backlog that can currently be given to a child. After all, the quality of knowledge that he receives at school depends on how his future career and self-confidence. It is not surprising that in recent times new approaches to the educational process are widely practiced, which are increasingly used in schools and other educational institutions.

One of these innovations is the activity approach. What is the essence of this method and why is it so good? You can find out about it by reading our article! But first, it does not hurt to remember the immortal saying of B. Shaw. To paraphrase his statement, we get the following: "There is no way to knowledge more effective than independent activity."

Problems of modern education

The media almost every day discusses how imperfect the modern educational standard is. And the point here is not only in the Unified State Examination, which directs children to mechanically follow the program, but in the way the material is presented. Since Soviet times, everyone has been accustomed to the fact that the material is simply read out at school, and how much it will be learned by the child is the tenth thing. As a rule, teachers are not too interested in this.

In addition, there is a huge problem, which is expressed in the unsuitability of the data that the student receives to real conditions. To make it easier to understand, let me explain. Suppose that in an algebra class the teacher tells a new theorem and assigns a problem to be solved at home.

Between cramming and understanding

How interested is the student in really understanding the very essence of the problem? Not at all. He needs to get the right answer to the problem, and how and why he does it ... In a word, something should be changed. This is precisely what the activity approach is aimed at.

A person who has graduated from school should be able to apply the acquired knowledge in practice. There you are good example: it often happens that teachers demand unconditional cramming of the rules of the Russian language. Many cope with this task, but ... It often happens that even an excellent student makes stupid and gross mistakes in writing the simplest texts. This happens because the student, like Pavlov's dog, has memorized the rules, but, alas, he does not know how to apply them in a real situation.

The activity approach is aimed at breaking this vicious circle. The ability to receive information should become synonymous with the ability to use it. If a person at school receives new knowledge in the same chemistry, they should become his "allowance" in everyday activities.

Psychologists have long been saying that every person is endowed with a certain potential from birth, the disclosure of which depends on conditions. environment and the society in which the child grows up. But much more important is the fact that this potential can be revealed only as a result of the student's own, practical activity.

The purpose of the new teaching method

So, the activity approach is aimed at ensuring that a person acquires the skills and desire for independent development, which ensures the integral integration of the individual into the cultural and social environment.

The main tasks of training in this case are as follows:

Firstly, training in independent activity and obtaining the data that will be useful to him in his future career and life.
In addition, the system-activity approach contributes to the formation of proper moral qualities and foundations that will help maintain the integrity of the individual even in an unfavorable environment.
A holistic, critical picture of the surrounding world is formed, a person acquires the most valuable ability to soberly and competently assess the events that occur around him in everyday life.

Major pedagogical research in this area

So, we found out that the traditional illustrative approach to learning in modern conditions can no longer be used as widely as it once was. It goes without saying that school research and lessons can by no means take place in isolation from personal qualities each of the trainees. Therefore, in practice it is more reasonable to use the term “system-activity approach”, which first appears in the works of L. S. Vygotsky, P. Ya. Galperin, L. V. Zankov, and V. V. Davydov.

The main essence of the method

These authors were the first to analyze extensively the reasons that prevent schoolchildren from using normally the information that is given to them at school. Based on these studies, a new technology, which is a set of traditional ways illustrative presentation of material, as well as methods that involve independent process research. Actually, it is this method that is implied by the term “system-activity approach”.

Its main essence is that children do not receive all the data in a ready-made, “chewed” form. Adolescents must "discover" new information in the learning process. The task of the teacher in this case is to serve as a "guiding beacon" that sets the direction of work, as well as to sum up the independent activities of students. He is also responsible for giving an adequate assessment of the actions of each student.

We can say that the activity approach in teaching gives the knowledge an emotional color, makes children feel the significance of the work they do. All this leads to the fact that students begin to study not under duress, but because they are really interested in it.

Didactic principles of the method

First, the principle of operation. We have already talked about it many times: students do not receive the data themselves, but only the direction needed for their “discovery”.
Secondly, the continuity of the process. The decoding is simple: the result of each stage serves as a "starting" point for the next stage.
Thirdly, the principle of integrity. The child during his education should form a holistic view of the world in which he lives: knowledge and practice will complement each other, contributing to the formation of a harmoniously developed personality.
Fourth, minimax. This means that each school is obliged to provide each student with data to the maximum extent that he can in principle learn. All students upon graduation must have an outlook that meets the educational standards of the state.

Important! The educational process should be organized so that children feel as comfortable as possible with psychological point vision. Students and educators should be really sympathetic towards each other.

Fifth, the principle of variability. Simply put, students should not develop a “square-nested” method of thinking: a normal, creatively balanced person can look at a problem from several sides at once, which makes it much easier to find solutions to it.
Sixth, the very creativity: why do we need a system-activity approach? The basis (of the Federal State Educational Standard, that is) is already there, but the problem is that students who were trained according to standard methods often did not develop their creative streak. Only with an independent search for answers to non-standard tasks can such a rare quality manifest itself.

Other goals and objectives

What else is the activity approach used in teaching? Its widespread introduction in schools is also facilitated by alarming statistics, which are published annually by philologists, linguists and speech therapists. They testify that every year the younger generation is becoming less and less able to competently (yes, simply coherently) and beautifully express their thoughts, which leads to communication disorders and social activity children and teenagers.

Thus, the activity approach in teaching should also be aimed at the development of logical and creative thinking, speech and motives that encourage independent knowledge of the world around. It is especially important to start doing this at the initial stages of education in the very first grades. elementary school and even in kindergartens, since during this period the personality is like plasticine, from which any required structure can be molded.

Unfortunately, the domestic educational system often does not involve special attention to children's preschool institutions. It is believed that during this period, children should only learn the very basics, and with perseverance worthy of best use, the same methods are used for them as for schoolchildren. Simply put, kids are forced to just cram letters and numbers.

As we have said, this approach is fundamentally wrong. Given the characteristics of a growing personality, it is easy to assume that the consequences can be extremely serious.

Lesson structure

The question may immediately arise: how to conduct lessons in general, so that all the required goals are achieved in their course? It should be noted that the system-activity approach to teaching involves the conduct of special classes, which can be divided into four large groups:

Classes in which children are engaged in the "discovery" of new knowledge.
Lessons that involve reflection, awareness of new material.
Classes of a standard type, in which the teacher simply gives the students new material.
Lessons that control the volume and degree of assimilation of previously obtained data.

Detailed characteristics

Type one. "Discovery" of new knowledge. The purpose of the lesson is to form the ability of students to new ways and methods of action. In these classes, the conceptual base is expanded, new elements, terms and actions are included in it. Keep in mind that it is this way of obtaining data that creates the system-activity approach to learning itself.
Type two. Reflection lessons. Students must master the ability to reflect, the ability to independently control the adequacy and importance of new data. It is necessary to make sure that children themselves can identify and eliminate those reasons that prevent the assimilation of new information. The teacher only helps to create an algorithm for getting out of the current situation, designs ways to achieve educational goals. The educational goal is quite simple: to develop and correct educational algorithms and ways to acquire new knowledge.
Type three, a standard lesson with a special bias. What does the systemic-activity approach in teaching imply in this case? Firstly, this is the formation of the ability of students not only to listen to the information that the teacher tells them, but also the ability to understand it, to build the structure of the data received. The goal is the perception of new knowledge, "adjusting" them to new teaching methods.
Type four. In this case, the main role is played by the teacher: he controls the ability of students to achieve the goal, using the material they have learned earlier. The purpose of the lesson is to develop the ability to independently control one's knowledge, the formation of a person's self-esteem.

The mechanism of control of acquired knowledge, characteristic

So, the system and activity approach assumes the following goals of control:

First, students must provide controlled material, talk about the importance of this topic.
Secondly, they compare the received data with a reliable standard. This is much more reliable than relying on certain subjective data, the adequacy and correctness of which are in question.
According to a predetermined algorithm, the data obtained by the students are compared with this standard, and appropriate conclusions are drawn.
Finally, the work carried out is given an adequate assessment in accordance with the previously adopted criteria.

This is the basis of the system-activity approach. Without following these rules, it is impossible to use this method in the educational system.

Lesson structure

So, we discussed the main goals that need to be achieved as a result of the lesson. But how should each lesson be taught in a system-activity approach? It is time to tell it to the required structure. Modern educators say that it should be as follows:

First, students write a preliminary version of the test.
Secondly, they compare the results obtained with an objective, generally accepted standard.
Thirdly, children themselves rate themselves, guided by as objective criteria as possible.

How to set a learning task

It should always be borne in mind that the implementation of the activity approach (more precisely, the success of this method) depends on the correctly set task. It is important to remember that graphic schemes are very well suited for teaching children, since many of them have well-developed visual, graphic memory. After the initial repetition, it is best when they speak out loud or even write down short abstracts. This not only develops memory, but also helps children acquire the ability to immediately isolate the most important and necessary information for them.

Key Features

As you can understand, the system-activity approach in the classroom is not accompanied by the teacher's speech. All the algorithms for memorizing and processing data are spoken by the students to themselves, in their minds. During this process, honed mental capacity students, they learn to think logically, rationally, but without losing their ability to be creative.

What does the Federal State Educational Standard “say” about this? The system-activity approach allows you to significantly increase the amount of digestible data without exposing children to overload. And it, as a rule, is the main cause of schoolchildren's neuroses in last years.

Introduction

Russian education has undergone many changes in recent years. The government is implementing numerous reforms in this area. The amount of information that students receive is significantly expanding, and the methodological basis of pedagogy is also changing.
Interactive methods are widely used in modern educational institutions, as well as modern means of obtaining information: computers, the Internet, interactive whiteboards and much more. In such conditions, it is important to actively apply new approaches to learning in practice. Among them, the most effective and long-established is the system-activity approach in education. Currently, it is taken as the basis of the Federal State Educational Standard.

The concept of a system-activity approach and its goals

System-activity approach- this is the organization of the learning process, in which the main place is given to active and versatile, to the maximum extent independent cognitive activity of the student.

Main idea it consists in the fact that new knowledge is not given in 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 arrange research work 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 objective The system-activity approach in teaching is to arouse a person's interest in the subject and the learning process, as well as to develop his self-education skills.

System-activity approach defines 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 various levels(teacher - student, student - student, student - group).

AT eventually the result should be the upbringing of a person with an active life position, not only in education, but also in life. Such a person is able to set goals for himself, solve educational and life problems and be responsible for the result of his actions.

Basic principles of the system-activity approach

The system-activity approach at school will be effective only if certain principles are applied:

activities;

systemic;

· minimax;

psychological comfort;

variability;

creativity.

Each of them is designed to form the versatile qualities of the child's personality, necessary for successful learning and development.

1. Operation principle 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. The principle of consistency means that the child should have a generalized, holistic view of the world (nature - society - himself), the role and place of science in the system of sciences.

3. Minimax principle is 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 knowledge).

4. The principle of psychological comfort involves the removal of stress factors 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.

5. The principle of variability involves 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.

6. The principle of creativity assumes a maximum focus on creativity in the educational activities of schoolchildren, the acquisition of their own experience creative activity. Formation of the ability to independently find solutions to non-standard problems.

Teploukhova Larisa Aleksandrovna, German language teacher Activity approach to teaching. The concept of design as an activity “The great goal of education is not knowledge, but action” Herbert Spencer

For many years, the traditional goal of school education was to master the system of knowledge that forms the basis of the sciences. The memory of the students was loaded with numerous facts, names, concepts. That is why graduates of the Russian school in terms of factual knowledge are noticeably superior to their peers from most countries. However, the results of international comparative studies conducted over the past two decades are cause for concern. Russian schoolchildren perform tasks of a reproductive nature better than students in many countries, reflecting the mastery of subject knowledge and skills. However, their results are lower when performing tasks on the application of knowledge in practical, life situations, the content of which is presented in an unusual, non-standard form, in which it is required to analyze the data or interpret them, formulate a conclusion or name the consequences of certain changes. "Russian schoolchildren showed significantly lower results when performing tasks related to the understanding of methodological aspects scientific knowledge using scientific methods of observation, classification, comparison, formulating hypotheses and conclusions, planning an experiment, interpreting data and conducting research. "Therefore, the question of the quality of education has been and remains the most relevant. The quality of education in present stage is understood as the level of specific, over-subject skills associated with self-determination and self-realization of the individual, when knowledge is acquired not "for the future", but in the context of a model of future activity, a life situation, as "learning to live here and now". The subject of our pride in the past - a large amount of factual knowledge - has lost its value in the changed world, since any information quickly becomes outdated. It is not the knowledge itself that becomes necessary, but the knowledge of how and where to apply it. But even more important is knowing how to extract, interpret, or create new information. Both that, and another, and the third are the results of activity, and activity is the solution of problems. Thus, wishing to shift the emphasis in education from the assimilation of facts (the result is knowledge) to mastering the ways of interacting with the world (the result is skills), we come to the realization of the need to change the nature of the educational process and the ways in which students act.

With this approach to teaching, the main element of the work of students will be problem solving, i.e., the development of activities, especially new types of activities: educational and research, search and design, creative, etc. In this case, actual knowledge will be the result of working on tasks, organized in an efficient and effective system. In parallel with the development of activities, the student will be able to form his own value system, supported by society. From a passive consumer of knowledge, a student becomes an active subject of educational activity. So, when students master certain types of human activity, through the development of educational activities and with the appropriate organization and selection of content for the educational space, the primary self-determination of schoolchildren occurs, which in the future can set a certain trajectory of the life path. The category of activity in this approach to learning is fundamental and meaningful to the entire learning process.

The concept of “learning through activity” was proposed by the American scientist D. Dewey. The main principles of its system: taking into account the interests of students; learning through teaching thought and action; knowledge and knowledge - a consequence of overcoming difficulties; free creative work and collaboration.

To ensure the comprehensive development of schoolchildren, it is necessary to organize their participation in a variety of activities and gradually expanding relationships - from relationships in the classroom to inclusion in the social and political life of adults.

The activity aspect of the content of learning in the activity model of learning is expressed in the fact that the content of learning is an activity in connection with solving a problem and communication activity as mastery of a social norm, verbal activity and types of non-verbal self-expression, i.e. the learning process is:

1. interaction,

2. solution of communicative (problem) tasks.

Interaction in this case is a way of being - communication and a way of acting - solving problems. “The learning environment is an activity that is diverse in content, motivated for the student, problematic in terms of the way the activity is mastered, necessary condition for this purpose - relations in the educational environment, which are built on the basis of trust, cooperation, equal partnership, communication”. In the interaction “teacher-student”, “student-student”, the main role is given to the acceptance of another person, group, self, other opinion, attitude, facts of being. Understanding and acceptance aims at activity, and not at clarifying relationships, focuses the student's attention on the problem, on solving communication problems. The communicative task is a problem that requires the resolution of a contradiction: you know - I don’t know, you know how - I don’t know how, but I need to know and be able (I have a need). The solution of a communicative task requires first to form a need (for example, in the form of questions), then how to realize this need. The subject can implement it himself, or he can turn to another. And in this and in another case, he enters into communication: with himself or with another. Answers to questions solve a problem or lead to a new problem. For the organization of educational activities, the tasks of the intellectual-cognitive plan are of the greatest interest, which are realized by the student himself as a thirst for knowledge, the need to master this knowledge, as a desire to expand horizons, deepen, systematize knowledge. This is such an activity that, correlating with a specific human cognitive, intellectual need, is characterized by a positive emotional background that contributes to the student's motivation to work persistently and enthusiastically on a learning task, resisting other stimuli and distractions. The concept of a learning task is one of the central ones; in educational activity, such a task acts as a unit of the learning process. According to D. B. Elkonin, “the main difference between a learning task and any other tasks is that its goal and result are to change the acting subject itself, and not to change the objects with which the subject acts.” The highest degree of problematicness is inherent in such an educational task in which the student:

1. formulates the problem himself,

2. finds its solution himself,

3. decides

4. self-controls the correctness of this decision.

Thus, the constant solution of such educational tasks results in a systematic independent search activity, and the training itself turns into a problem-developing one (according to M. I. Makhmutov), in which the activity principle correlates with the focus of this activity on the personality, which must somehow develop as a result of its implementation of this activity. Thus, as indicated in the documents on the Modernization of Education, a new quality of education is achieved, consisting in the correspondence of its results to the needs of the individual, the formation of an adequate attitude towards universal human values in schoolchildren towards their own personality and the world around them, the conscious manifestation of this attitude in activity, the development of individual interests, social activity, which is most productive in the conditions of personal-activity learning. The personal-activity approach was determined by the concept of general secondary education, put forward as one of the system-forming factors in the restructuring of school education. The personal-activity approach means that the personality, its motives, goals, needs are at the center of learning, and the condition for the self-realization of the personality is the activity that forms experience and ensures personal growth. As L.S. Vygotsky writes, “the process should be based on the student’s personal activity… A scientific school is certainly a “school of action”. Our actions, movements are the essence of our teachers. If we talk about the content of learning activities in the personality-activity model of learning, then, as I.V. Vorozhtsova points out, the priority is “the activity of the subject of learning - teaching or learning. It is a learning activity, from the point of view of its organization, the framework of behavior, social functions and goals. From the point of view of content, learning activity is an integrative part of the student's life. The content of learning activity, defined as the solution of learning problems through learning activities, refers to the plan of the teacher. The student's plan is life activity, i.e. motives, possibilities, situation of choice, doing for oneself and discovering for oneself”. The personal-activity model of learning intensifies the realization of opportunities by activating the student, his autonomy and the activity basis of learning. When a person does, he masters something new and moves along the path of his development. He expands the field of his possibilities, he establishes relationships that develop as a result of this activity. He tries various tools that he can later use, expands his cognitive sphere, acquires new food for thought, masters some social actions that affirm him in society. For a student, his activity is not just and not so much educational, but real, which is also reflected in the approach called personal-activity, where activity is a dynamic self-developing hierarchical system of interactions of a person (in this case, a student) with the world. The personal-activity approach focuses students not only on the assimilation of knowledge, but also on the methods of assimilation, on patterns and methods of thinking and activity, on the development of the cognitive forces and creative potential of the student. The introduction of this approach meant opposition to the former way of organizing training, when knowledge, skills and abilities that were not able to be realized in activity became “ballast”. So, the technology of learning in the activity model of learning, which focuses on the personality of the student, from the position of the student himself, consists in the implementation of various types of activities to solve problematic tasks that have a personal-semantic character for the student, learning tasks become an integrative part of the activity, which for the student himself becomes a life activity. . Activity is adequate to acquired knowledge if it is similar to the activity of a person taught to him. The activity aspect of learning brings homo agens, the acting person, to the center of consideration. At the same time, mental actions are the most important component of his actions (physical actions are always accompanied by mental ones, but the opposite is not always the case). In this regard, special attention is paid to the process of developing strategies for action, learning activities, which are defined as ways to solve learning problems. In the general context of the theory of learning activity, from the standpoint of its subject, the actions of goal-setting, programming, planning, control, and evaluation are singled out. And from the standpoint of the activity itself - transformative, performing, control. Much attention in the overall structure of educational activities is given to the actions of control (self-control) and evaluation (self-assessment). Self-control and assessment of the teacher contribute to the formation of self-assessment. For the success of this process, the teacher must take into account the content of the assessment, i.e. his method, result, participants in this situation, their relationship and form of evaluation. The activity aspect of the teacher's functions in the activity model of learning is manifested in the activity of managing the learning process. (As L.S. Vygotsky figuratively remarks, “a teacher should be rails along which cars move freely and independently, receiving only the direction of their own movement from them”). Its main strategic line is from "everything is possible" to the imposition of restrictions, which puts the student in front of the need to look for solutions. Nevertheless, the teacher in this model of teaching provides students with a fairly high degree of activity independence. However, this raises a legitimate question: to what extent can independence, which brings the process closer to individual self-education, and the tendency towards manufacturability, inevitable in any mass process, in particular, in mass education, not contradict each other? The solution to the problem is the creation and development in mass practice of educational technologies of the activity-value type that implement the technological paradigm. One of these technologies, aimed, among other things, at the implementation of a student-centered approach, is a project-based learning methodology, the origins of which lie in the design processes.

Design today, involving the creation of a project, idea, idea, with the implementation of which the life of a student is connected, is the most important factor in the development of education and the practice of its organization is diverse. Most of the authors whose works are devoted to this issue, design is considered as a conscious and purposeful step-by-step activity, ending with the creation of a certain product as a result of the implementation of this activity, as an activity to create an image of the future, a supposed phenomenon. So, for example, N.G. Alekseev defines design as “an activity, which is understood in an extremely concise description as the foresight of what should be.” Design, as noted by N.P. Sibirskaya, is one of the aspects of human creativity and is based on planning, forecasting, decision-making, development, scientific research. A.V. Khutorskoy and G.K. Selevko give a brief description of the design, designating it as a purposeful activity to find solutions to problems and implement changes in the environment (natural or artificial). Design implies the presence of a problem that is practical in nature and is resolved in the process of organizing various activities. N. G. Alekseev points out the problem-activity nature of design, reflected in the etymology of the word “project” itself: “The movement of words is noteworthy - the transition from a “problem” to a “project”. The problem - in ancient Greek - is something thrown (thrown) forward, something that still needs to be reached. The project also involves throwing forward, but not material things, but thoughts, ideal images.” The meaning of design in this approach is the gradual awareness of a person of his life problem and the construction of its solution. Design as an activity contains a certain invariant of mental operations, when the movement goes from defining goals to finding means, building out the result and possible consequences in the implementation of the project: positional self-determination - situation analysis - problematization - conceptualization (goal setting) - programming (creation of a program of measures to achieve the plan) - planning (the stages are identified in accordance with the definitions of this activity in the works of a number of authors, such as N.G. Alekseev, E.S. Zair-Bek, V.R. Imakaev, T.I. Shamova). Any design involves the solution of a number of organizational problems, the strategy of the actual design activity, the restructuring of the temporal structure of the activity of a person (designer) and his immediate environment. The stage of thinking through the organizational and activity aspects of solving a problem in the design process is always associated, as the above authors point out, with the ontological (why you need to solve this problem, what is the meaning of the activity to find this solution) and the axiological beginning, the values of the design subject (what personally significant value this activity can have both for the further life-creation of the designer, and for his personal self-development). Thus, the implementation of the project in this sense is the embodiment in reality of human values that express “one or another attitude of a person to the world around him, to other people, to the tasks that life sets before him”, and which correspond to his need to create, and the whole the act of design, which includes both the development of a project and its implementation, “involves a movement from an everyday activity situation to values and vice versa.” This provision is of particular importance in the context of the humanistic paradigm of modern education, which implies close attention to the personality of the student and its development. Understanding by the student as the subject of the educational process of their own goals, the value of their ideas for personal advancement in the sequence of successive projects should contribute to the transformation of routine activities in the classroom into a system of creative project-activity programs of a special kind (naturally, this requires competent teacher assistance). A fundamental feature of design is the organic interweaving into the process of its design of such a stage of thought activity as reflection. If the design, starting from the stage of self-determination as the “first step” in this process, is associated with the implementation of the plan, then reflection is associated with the end of this activity, with the awareness of what has already been done, it is this connection that is the basis, the basic prerequisite, as N.G. Alekseev notes, to combine reflection techniques with design techniques. The student's exit into reflection presupposes his comprehension of what he has done; in reflection, he moves from a local event to an integral rethinking of his own activity. Thus, the entire design process involves next steps: from a problematic situation through social (together with other project participants) correction of their actions and further to critical reflection of their own activities. The design of the entire process of activity and its implementation in practice can be carried out by one person - the subject of design, which means the subjective nature of this process, in which a person treats himself as a doer, creator, creator of himself. However, this does not mean the complete autonomy of the designer from his environment. Therefore, the subjectivity of design can only mean that although the design concept is developed and implemented by one person, communication of the project author with other design subjects is necessary both at the development stage and at the project implementation stage. “Students organized in temporary teams to solve a specific problem or draw up a project, students switching from working in a group to individual and independent work” - these are, from the point of view of E. Toffler, some signs of an adequate modern school in which the teacher will strive to organize for children such an atmosphere of learning in which they would more fully reveal their inner world in the process of communicating with each other, would be individually free in the process of collective co-creation, achieve success and feel comfortable next to each other. At the same time, the feeling of one's individuality (Ich-Gefuhl), awareness of the personal results of labor are only more clearly manifested and enhanced in collective creativity (Wir-Gefuhl), contributing to the creation of positive motivation. That is why the implementation of the design process involves the emergence of flexible groups, teams, communities where students can get the necessary social experience.

The implementation of the activity principle in the process of such communication is carried out in two ways: on the one hand, using specific information, certain knowledge and own experience in the process of creating the final product, students construct their activities practically, on the other hand, realizing and comprehending their practical activities, students are involved in active mental activity. Thus, the ability of students to design their activities (with the consulting role of the teacher) will contribute to the observance of the most important principle of modern education: the connection of theory with practice. “Internal activity constantly includes individual external actions and operations, and developed external practical activity includes internal, mental actions and operations. In their community, the integrity of life is expressed.

Summarizing the above, it should be emphasized once again that it is in design activity that the processes of meaning and life creation intersect in many respects, implemented in the form of reflection in the process of rethinking and transforming life by a person, which corresponds to the principle of self-development, which is the specifics of project activity, when the solution of some tasks and problems stimulates the development of new forms of design. Firstly, in designing, the student becomes the leading subject of the educational process, he himself selects the necessary information, he determines its necessity, based on the meaning of the project. Secondly, there are no ready-made systematized knowledge in the design process. Their systematization, putting in order, establishing the truth is the work and concern of the student himself. He does not assimilate ready-made ideas and concepts, but he himself builds his own project, his own idea of the world from a multitude of impressions, knowledge, concepts. That is why O.S. Gazman calls design a complex activity, which is a means of intellectual creative self-development of the subject of educational activity, and in a narrower sense - a means of developing his design abilities. So, we emphasize once again that the source of any design process, its intention is a problem-conflict situation. Thus, design technology in relation to the educational process is the development of ideas problem learning. Since the method of search-cognitive activity, methods of induction and deduction are used when solving problematic problems, when students go from their own experience to learning new things and back to their experience, but already enriched with new information (synthesis-analysis-synthesis), methods of collective creative activity, modeling of various situations, which are based on the principle of the orienting basis of actions, and the content implies the integrativity of objects not only with each other, but also with other areas of student and human activity, and reflection and personal advancement of each student in solving of this problem, it is easy to see that learning through a problem is a component of developmental education, since all of the above methods and techniques of work are characteristic of developmental education. And thus, it becomes undoubted that learning through the design of one’s activity is the quintessence of developing, student-centered learning, which makes its significant contribution to the overall development of the student, the very same method of projects, which was originally called problematic, is assumed, in accordance with the documents on the Modernization of the General education, to put in the basis of the organization of the activities of students of the main school. So, from the point of view of the modernization of education, the project activity of students as a technology based on the design processes is an important component of the system of productive education and is a non-standard, non-traditional way of organizing educational processes through active ways actions (planning, forecasting, analysis, synthesis) aimed at implementing a student-centered approach. Design helps students to understand the role of knowledge in life and learning - knowledge is no longer an end, but becomes a means in genuine education. By the end of such training, children are able to choose the most appropriate form of continuing education. This is how the education system is built in the leading countries of the world, which reflects the humanistic direction in pedagogy.