System-activity approach. Material for the report on pedagogical psychology

The policy, methodology and strategy of Russian education specify their historical guidelines. A new Federal State General Education Standard (GEF) is being developed. In accordance with it, the Institute of Education is called upon to guarantee the socialization of the new generation, its adequate entry into society.

Such an imperative formulation of strategic tasks brought to life a change in the didactic paradigm. From the goals of mastering knowledge, skills and skills (ZUN), which prevailed in pedagogy for more than half a century, the task accent is reconstructed into a fundamentally new paradigm - a system - activity paradigm.

To date, the system - activity approach in primary school has been practically implemented. It's time for the transformations in the main school.

A semantic field for understanding the SDP

The system - activity approach (SDP) becomes a means of socialization. It ensures joint and conscious actions of subjects of education in the process of appropriation of historical values and traditions.

The psychological aspect of upbringing focuses on the cultivation of personal senses, the breeding of values. The space of their development, generation and transformation is the joint activity of pupils with adult mentors.

Criterion of the educational process, in contrast to the educational, is the motto of modern times: "It is impossible to teach the meaning. He can only be raised. "

In the new concept of education, new dialectical opposites arise: standardization and variability.

The variational factor of education is a property that allows to fully manifest the abilities of students in groups, and also gives the opportunity to take into account the individual qualities of individual students.

Standardization of education is a system of limitations of variability. The purpose of the restrictions is to ensure equal opportunities for the subjects of education in the teaching and upbringing process.

Specificity of the PSD in the development of GEF

The system - activity approach dictates a number of provisions that need to be considered for the development of the GEF.

• The individual can be understood only by observing the purposeful activity into which he is integrated, through which he develops, acts through which he lives.
• An adult, a child and his peers in a joint-divided activity create each other and enrich the world view. It is this that allows the growing personality to solve vital problems of a wide range.
• The age stages of child development are characterized by the predominance of one or another leading activity. It determines the individual characteristics of students, depending on their age.
• The child can assimilate the historically formed ways of human behavior, develop abilities, acquire values and social norms that have been verified by history only if it is included in purposeful and systematized activities.

Plans for analysis of activities in the development of GEF

When designing the GEF, it is necessary to design activities that form an idea of the world, based on four plans for consistently performing its analysis:

1. Motivation-value plan (IDC);
2. The target plan (CP);
3. Operational plan (OP);
4. Resource plan (RP)

The system - activity approach requires taking these plans into account when developing exemplary education programs.

Briefly about the specifics of each activity analysis plan.

1. Specificity of the IDC - he answers the question: "Why is this activity necessary?".

The answer gives a picture of the value orientations on which the developing personality relies. When designing the standard and sample programs, it is necessary to give priority to the worldview of the individual and the motivation for learning.

The system-forming characteristic of the educational standard in the course of the MSc analysis is the achievement of a personal result in teaching and upbringing.

2. Specificity of the CPU - he answers the question: "What is the direction of the activity?"

The answer gives a picture of the system of actions during which the content of education is assimilated . When designing, it is necessary to pay attention to the cumulative use of universal educational actions (UAL) leading to the substantive result of the training - a holistic fundamental educational core.

3. Specificity of the OP - he answers the question: "How are actions carried out?"

The answer gives a picture containing specialized modes of action and operations. With their help, skills and skills are assimilated that guarantee the performance of training activities.

In any subject to be learned, the goal of the learning activity is a constant value, and the set of operations, including the technology of coming to the result, is a variable.

4. Specificity of the RP - he answers the question: "Due to what resource is the activity?"

The answer gives an exhaustive picture of the resources, without which an effective course of education and training is impossible: financial, personnel, regulatory and legal.

The choice of resources is influenced by the following factors:

• The necessary objective result (the determining condition is the goal of the action);
• The necessary personal result (the determining condition is the motive of the activity).

Resources, as well as education technologies, are the variable components in its standard.

Competence and ZUN

The system - activity approach in education asserts that ZUN are secondary in relation to purposeful educational actions. They (ZUN) should be generated, applicable and preserved, only based on the conditions of purposeful activity.

As far as the quality of knowledge is concerned, it is also derived from the diversity of targeted UAL.

In the SDP, the personality competence is formed in the following order: "competence - activity - competence".

Competence appears as knowledge in action. It manifests itself in the ability to apply the acquired knowledge and skills to obtain effective results of activities.

The system - activity approach reunifies two fundamental historical approaches in pedagogical psychology, methodology and didactics: the current topical competence approach and the earlier, now - secondary, based on the ZUN.