Metaprojective results are the indicators of mastering the basic general education program

Teacher training includes several activities. One of them is the analysis of the level of development of common programs. Its development is based on the presentation of the composition and structure of the results of general education. Let us consider them in more detail.

Common problems

They are universal activities. Today the school still continues to focus on substantive results. She currently produces good performers. Meanwhile, modernity poses several other problems. To implement them, qualitative upgrading of teachers' qualifications is necessary. Modernity requires people ready for self-improvement, independent decision-making. A person who has left school should be able to learn, to perceive new knowledge in the constantly changing conditions of life. Teachers face the urgent task of developing children's ability to independently master new competencies. Its implementation is accompanied by mastery of universal actions (UAL). The standard of education in force today establishes certain requirements. Their execution allows you to solve the problems facing the teacher.

Meta-Subject Results (GEF)

The expected results of the development of programs is the formation of:

1. Skills to plan non-verbal and speech behavior.
2. Communicative competence.
3. The ability to clearly establish the spheres of the known and the unknown.
4. Ability to set goals and formulate tasks for achieving them, plan succession and forecast the results of actions and all work in general, analyze the results (both negative and positive), draw appropriate conclusions (intermediate and final), adjust plans, establish new individual indicators.
5. Research activities. These include, among other things, the skills of working with data (the ability to extract information from various sources, organize and analyze them, represent in different ways).
6. Ability to conduct self-observation, self-esteem, self-control in the course of communicative activities.
7. Skills of semantic reading. These include the ability to define a topic, highlight a key idea, predict the content of the title, basic words, determine the main facts, trace the logical connection between them.

Metaprojective learning outcomes act as "bridges" connecting all sources of knowledge.

The concept of

The standard of education offers a qualitatively new approach to the pedagogical process. It involves the elimination of the split, disunity and isolation of the various scientific disciplines from each other. Metafredmety act as a new specific form of education. It is formed over traditional common disciplines. The meta-subject approach is based on the thought-activity type of material integration. He also suggests a reflexive form of relationship to the basic elements of thinking. Any meta-subject lesson fosters the development of skills for self-mastering knowledge. Here the conditions for the beginning of the child's reflection are formed. He must react to his own actions, to realize what he was doing, how and what he received as a result.

The universality of the approach

The Ministry of Education, developing new requirements, proceeds from the existing socio-economic conditions. The universality of the proposed approaches is that children get knowledge of the general schemes, techniques, techniques, patterns of thinking that lie above the disciplines, but reproduced when working with them. The principle of meta-subjectivity consists in accentuating students' attention to the methods of processing and presenting data when studying a large volume of heterogeneous material. As the key competence is the ability to learn independently. The Ministry of Education, formulating new requirements, focuses on the need to actively obtain children's social experience, the ability to self-improvement and self-development.

Features of the analysis

Evaluation of meta-subject results is presented as a check of the planned indicators. They are presented in the sections of universal actions:

1. Regulatory.
2. Communicative.
3. Cognitive.

Metaprojective results are not only universal methods for carrying out actions. They also act as ways of regulating behavior, including planning, correction and control. Achievement of meta-subject results is possible due to the main components of the pedagogical process. It's about all disciplines, the basic plan. Metaprojective results are the skills that students use when they acquire and acquire knowledge. They also apply them when solving problems arising in real life conditions.

Analysis Objects

The main direction in which meta-subject results are analyzed is the area of formation of a number of cognitive, communicative and regulatory UAL. Among them, in particular, the mental actions of children, focused on checking and managing their work. The following are assessed:

1. The ability to perceive and preserve learning objectives and goals, independently transform a practical problem into a cognitive one.
2. Skills to plan your work, find ways to accomplish it. These abilities develop in accordance with the tasks and conditions of their implementation.
3. Ability to monitor and adequately assess their own actions, adjust their implementation, taking into account the nature of the errors committed.
4. The ability to exercise independence and initiative in the process of learning the material.
5. Ability to search for information, collect and extract essential information from various sources.
6. The ability to use in the work symbolic and symbolic tools for modeling the studied processes and objects, creating schemes for solving practical and cognitive tasks.
7. Ability to interact with peers and the teacher.
8. The ability to conduct logical operations of analysis, comparison, classification, generalization by generic criteria.
9. Ability to be responsible for the results of actions.

Specificity

Metaprojective results are, in fact, indicative actions. They form a psychological basis and act as the most important condition for success in solving the tasks assigned to them by schoolchildren. By their nature they act as the personal results of each child. From this it follows that the level of their development can be subjected to qualitative measurement and analysis.

Verification Options

Personal results can be analyzed during the performance of diagnostic, specially designed tasks. They are focused on checking the degree of formation of a specific type of DAM. Achievement of results can be considered as an instrumental basis and condition for the success of cognitive and practical tasks. This means that depending on the indicators of verification work in mathematics, Russian and other disciplines, taking into account the mistakes that have been made, it is possible to form a conclusion about the degree of development of the UAL. Achieving results can also be manifested in the success of complex tasks on an inter-subject basis. Thus, there are several procedures in which you can conduct an analysis.

Primary School

Education at a young age involves the formation of the child's ability to self-regulation and taking responsibility for his own actions. In the primary school, there are regulatory measures that reflect the essence of the leading activity. These include skills:

1. Accept and keep goals, follow them in the process of academic work.
2. Act on a specific plan.
3. Overcome involuntary and impulsive.
4. Monitor progress and performance.
5. To distinguish objective difficulties in the tasks and process of mastering knowledge.
6. Interact with peers and adults.

In addition, meta-subjective results show the degree of formation of perseverance and purposefulness, vital optimism, preparedness for difficulties.

Control

The main methods are testing, design, monitoring. Control can be carried out in different forms. He can be:

1. Frontal.
2. Individual.
3. Group.
4. In the form of a written survey.
5. Personified and non-personalized.

As instruments are:

1. Map of observations.
2. Assignments.
3. Diary of self-esteem.
4. Test.
5. Monitoring map.

Three levels of competence

At the first step, regulatory skills are acquired:

1. Ability to plan their activities according to the task and conditions of implementation.
2. Ability to independently regulate work.
3. The ability to analyze and monitor the actions, adjust their implementation in accordance with the nature of the mistakes made.

The second level involves obtaining cognitive abilities:

1. Accept and preserve learning objectives.
2. Transform practical tasks into cognitive ones.
3. Work with information and its sources.
4. Show independence and initiative.
5. Use symbolic and symbolic means.

At the third level (communicative) children learn:

1. Interact with the teacher and peers in the process of solving problems.
2. Listen and engage in dialogue.
3. Participate in a group discussion of the issue.
4. Integrate into the peer group, build productive cooperation and interaction.
5. Own monologic and dialogical speech.
6. Express and defend your opinion, accept the other.

Results of work

At the end of the course, the students should be given a regulatory ACD, with the help of which children:

1. Independently organize the workplace.
2. Follow the plan for extracurricular and educational activities.
3. Determine the purpose of the work with the help of the teacher.
4. Follow the instructor's instructions, the algorithms that describe the standard actions.
5. Define the plan for solving problems in the classroom, in the context of extracurricular activities, in various life situations in the process of interaction with the teacher.
6. Correct the execution of tasks.

With the help of formed cognitive methods of learning the students:

1. Oriented in text materials.
2. They independently search for the necessary information for solving problems in tables, dictionaries, reference books placed in textbooks.
3. Oriented in the schemes, drawings, presented in the texts.
4. Briefly and in detail retell the listened or read material, make simple plans.
5. Explain the meaning of the names of works, their relationship with the content of texts.
6. Group and compare objects and objects on several grounds.

Using communicative methods of communication, children:

1. Observe in everyday life rules and norms of etiquette when communicating.
2. Read to themselves and aloud texts from textbooks, popular science and art books, understand the content, including the title.
3. Formulate their thoughts in writing or verbally, taking into account their own school and life speech situations.
4. Participate in dialogues.

At final check of level of development of the basic program by schoolboys the results necessary for continuation of training are analyzed.

Conclusion

As you can see, meta-subject results are closely connected with all directions of educational and pedagogical work. At present, they are of key importance for the formation of the necessary skills for schoolchildren of any age. Metapredmety express the idea of reflectivity in relation to disciplines. As a rule, a child, studying material in chemistry, physics, history, biology, etc., remembers key definitions and concepts. On meta-subject lessons, he does another. The schoolboy does not remember, but traces the origin of these basic terms and definitions. In fact, he again opens this field of knowledge for himself. Before the schoolboy the entire process of the appearance of certain events or objects unfolds. In practice, he rediscovers what became known in the distant past, restores and determines the form of the existence of this knowledge. However, this is only an initial level. Having done work with various subject materials, the schoolboy forms a conscious attitude not to any concrete concept, but to the method of his cognitive activity. Improving their skills, the child quickly begins to navigate in the material. Being independent and initiative, he seeks new sources of information, collects and summarizes the information found, compares them with the data obtained in the lessons. It is also very important for the teacher to establish close contact with the child. This is especially true at the initial stage of the formation of the UAL. This will largely depend on the desire of children to further self-improvement, self-development. In this regard, when working, you can not focus on the formation of a specific skill. Their development should go in a complex and constantly. To successfully implement the tasks the teacher needs to analyze their work and the activities of schoolchildren. Taking into account certain indicators, a plan for the coming year should be formed.