Scheme of the analysis of the lesson from the standpoint of applying the system-activity approach. Designing a lesson from the standpoint of a system-activity approach

Activity approach

(to the study of the psyche) -

1) the principle of studying the psyche, which is based on the category of objective activity developed by Fichte, Hegel and K. Marx (M. Ya. Basov, S. L. Rubinshtein, A. N. Leontiev and their students);

2) a theory that considers psychology as a science of the generation, functioning and structure of mental reflection in the processes of activity of individuals (A. N. Leontiev).

At the same time, the initial method for studying the psyche is the analysis of the transformations of mental reflection in the process of activity, studied in its phylogenetic (see), historical (see), ontogenetic (see) and functional development. The basic principles of D. p.: the principles of development and historicism; objectivity; activities including supra-situational activity how specific feature the human psyche; interiorization - exteriorization as mechanisms for the assimilation of socio-historical experience; unity of the structure of external and internal activity; system analysis of the psyche; dependence of mental reflection on the place of the reflected object in the structure of activity. In the context of D. p., the criteria for the emergence of the psyche and the stages of development of the psyche in phylogeny are singled out, ideas about leading activities as the basis and driving force for the development of the psyche in ontogenesis, about assimilation as a mechanism for forming an image, about the structure of activity ( , , , psychophysiological functional systems), about the meaning, personal sense and sensual tissue as the constituents of consciousness, about the hierarchy of motives and personal meanings as units of the structure of personality. D. P. acts as a concrete scientific methodology for special branches of psychology (age, pedagogical, engineering, medical, etc.)

Brief psychological dictionary. - Rostov-on-Don: PHOENIX. L.A. Karpenko, A.V. Petrovsky, M. G. Yaroshevsky. 1998 .

Activity approach

   ACTIVITY APPROACH (from. 192)

From today's standpoint, Russian psychology of the past century appears to be very vulnerable to criticism due to its political bias, ideological blindness and, as an inevitable consequence of this, theoretical one-sidedness and gross intolerance towards alternative trends. Such accusations are to a large extent justified. Indeed, in the writings of titled Soviet psychologists (and some were not published: the right to publish had to be earned by many years of loyalty), one often encounters maxims that resemble more ritual spells than scientific judgments. It has come to the point that in modern reissues the editors, in the spirit of the old censorship, cut out the most odious passages from the works of the Soviet era. And in the minds of many psychologists of the new generation, the idea of ​​the entire Soviet psychological science as something deeply flawed and not worth a good word was established. At the same time, as Vygotsky used to say, the child is thrown out along with the soapy water, that is, they turn away from the truly valuable and positive achievements of the drunken years. Eric Berne, now revered by many, wrote: “If you take away the high words and solemn mine, there is still a lot left, so don’t be alarmed.” Let us follow his advice and try to soberly and unbiasedly consider one of the elements of the heritage of Soviet psychology - the so-called activity approach.

The scientific credo of several generations of Soviet psychologists, at least in Moscow (it was in the capital that the most influential psychological school), can be expressed in the words of V.V. Davydova: “... the concept of activity cannot be put on a par with other psychological concepts, since among them it should be the initial, first and main one.” In fact, this determines the essence of the activity approach - consideration of any mental phenomenon and process in its formation and functioning through the prism of the category of activity. The basis of this approach is, of course, the general psychological theory of activity, and the approach itself is an application of this theory to the study and formation of mental processes and properties. The activity approach is inherently universal, since it covers the widest range of cognitive processes and personal qualities, apply to the interpretation of their formation and functioning in normal and pathological conditions and finds an effective embodiment in all particular areas of psychological science and practice.

Since the basis of the activity approach, which is embodied in various fields (in particular, in education, which will be discussed in particular), is the general psychological theory of activity, it should be noted that this theory itself is debatable. Supporters of the activity approach do not represent a monolithic cohort, but rather two camps that manage to ally and compete at the same time. The psychological theory of activity was developed almost independently by S.L. Rubinstein and A.N. Leontiev. Their interpretations are largely similar, but they also have significant differences, which their followers sometimes emphasize beyond measure.

There is a different dating of the emergence of the activity approach, associated with different points perspective on the authorship of activity theory. Some researchers, for example A.V. Brushlinsky believe that the principle of activity was formulated by Rubinstein back in 1922 in his article “The Principle of Creative Amateur Activity”, while in Soviet psychology in the 20s and early 30s. the "inactive approach", represented, in particular, by Vygotsky's school, dominated. Other authors, on the contrary, believe that the works of Vygotsky at the turn of the 1920s and 1930s were of fundamental importance for the development of the concept of activity, while another process of introducing the category of activity into psychology in the works of Rubinstein began in 1934. M.G. Yaroshevsky, it was established that the first concept of activity in the development of psychological problems was introduced by MJ Basov. True, Leontiev believed that, unlike Vygotsky, who did not use the term "activity", but in fact his concept was "activity", Basov used this very term, but he did not put a psychological content into it.

Regardless of the dispute about priorities, it must be pointed out that the basis of the psychological theory of activity is the principle of Marxist dialectical-materialist philosophy, which indicates that it is not consciousness that determines being, activity, but, on the contrary, being, human activity determines his consciousness. Based on this position, Rubinstein in the 30s. the principle of the unity of consciousness and activity, fundamental for Soviet psychology, was formulated. “Forming in activity, the psyche, consciousness manifests itself in activity. Activity and consciousness are not two aspects turned in different directions. They form an organic whole, not an identity, but a unity.” At the same time, both consciousness and activity are understood by Rubinstein differently than in the introspective and behavioral traditions. Activity is not a set of reflex and impulsive reactions to external stimuli, since it is regulated by consciousness and reveals it. At the same time, consciousness is considered as a reality that is not given to the subject directly, in his self-observation: it can be known only through a system of subjective relations, including through the activity of the subject, in the process of which consciousness is formed and develops.

This principle was developed empirically in both variants of the activity approach, however, there were differences between them in understanding this unity. Leontiev believed that Rubinstein’s solution to the problem of the unity of consciousness and activity does not go beyond the old dichotomy of the mental, which he himself criticized, understood as “phenomena” and experience, and activity, understood as external activity, and in this sense such unity is only declared. Leontiev proposed a different solution to the problem: "lives" in the activity that makes up their "substance", the image is an "accumulated movement", that is, folded actions that were at first completely deployed and "external" ... That is, consciousness is not just "manifested and is formed" in the activity as a separate reality - it is "embedded" in the activity and is inseparable from it.

The differences between the two variants of the activity approach were clearly formulated in the 1940s and 1950s. and touches on two main issues.

First, it is a problem of the subject matter of psychological science. From Rubinstein's point of view, psychology should study not the activity of the subject as such, but "the psyche and only the psyche", however, through the disclosure of its essential objective connections, including through the study of activity. Leontiev, on the contrary, believed that activity should inevitably be included in the subject of psychology, since the psyche is inseparable from the moments of activity that generate and mediate it, moreover: it is itself a form of objective activity (according to P. Ya. Galperin, orienting activity).

Secondly, the disputes concerned the relationship between external practical activity and consciousness. According to Rubinshtein, one cannot speak of the formation of "internal" mental activity from "external" practical activity through internalization: before any internalization, an internal (mental) plan is already present. Leontiev, on the other hand, believed that the inner plan of consciousness is formed precisely in the process of interiorization of initially practical actions that connect a person with the world of human objects.

Concrete-empirical developments of the principle of the unity of consciousness and activity in the activity approach (with all the differences in its theoretical understanding) can be divided into six groups.

1. In phylogenetic studies, the problem of the emergence of mental reflection in evolution and the allocation of stages of mental development of animals depending on their activity was developed (A.N. Leontiev, A.V. Zaporozhets, K.E. Fabry, etc.).

2. In anthropological studies, in a concrete psychological plan, the problem of the emergence of consciousness in the process of human labor activity was considered (Rubinshtein, Leontiev), psychological differences between tools of labor in humans and auxiliary means of activity in animals (Galperin).

3. In sociogenetic studies, differences in the relationship between activity and consciousness are considered in conditions of different historical eras and different cultures (Leontiev, A.R. Luria, M. Cole and others). True, the problems of the sociogenesis of consciousness within the framework of the activity approach are outlined rather than developed.

4. From the most numerous ontogenetic studies in line with the activity approach, independent activity-oriented theories have grown - the theory of periodization of mental development in ontogenesis by D.B. Elkonin, the theory of developmental learning VV. Davydova, the theory of formation of perceptual actions by A.V. Zaporozhets and others.

5. Functional genetic studies based on the principle of the unity of consciousness and activity (development of mental processes in short time intervals) are represented not only by scientists from the schools of Leontiev and Rubinstein, but also by other well-known domestic psychologists (B.M. Teplov, B.G. Ananiev , A.A. Smirnov, N.A. Bernstein and others).

6. Patho- and neuropsychological studies of the role of specific forms of activity in the development and correction of the decay of higher mental functions (A.R. Luria, E.D. Khomskaya, L.S. Tsvetkova, B.V. Zeigarnik, etc.).

The activity approach has been most intensively developed and at the same time most productively used in such an area as education. And here the advantage clearly belongs to the followers of the Leontiev school. And this is no coincidence. Way psychological research in the learning process is organically connected with the main idea of ​​Leontiev's concept, according to which the development of human consciousness is understood as learning in its specifically human forms, that is, in terms of the transfer of socio-historical experience from person to person. Water from program works Leontiev recognized “it is absolutely necessary to resolutely change the organization of scientific work in such branches of psychology as pedagogical psychology, which requires that the school become the main place of work for the psychologist, his clinic. The psychologist should not be a guest and observer at the school, but an active participant in the pedagogical process; it is necessary that he not only understand, but be able to practically lead it.

Since the 30s. in a number of publications, based on theoretical and experimental studies, Leontiev associated the solution of pedagogical problems with reliance on knowledge about the age and individual characteristics of children, recognizing that "without reliance on systematic data characterizing the development of the child's psyche, it is impossible to create scientifically based psychology and pedagogy" and vice versa: the development of theory is inseparable from specific psychological and pedagogical research in the actual practice of education. The question of regularities and driving forces ah mental development of the child and the relationship of development with learning. In a 1935 article, after a critical analysis of the ideas that existed in world psychology about the psychological process of mastering a concept by a child, Leontiev comes to the conclusion that they are untenable and outlines his own new understanding of this process. Based on the research of Vygotsky, who established important role communication and cooperation as necessary conditions for learning, already in this article, Leontiev raised the question of the content of the process of mastering a scientific concept: although it “takes place in the process of communication,” it does not come down to communication. “What lies behind the communication in which the transmission of a scientific concept to the student is carried out?” asks Leontiev. And he answers: “Behind communication lies the activity of the student organized in this process.” It is necessary to build a system of psychological operations corresponding to the generalization contained in the content of the scientific concept.

Based on the theoretical and experimental studies of the team of psychologists headed by Leontiev at the All-Ukrainian Psychoneurological Academy in Kharkov (Zaporozhets, Bozhovich, Halperin, etc.), the main idea in the activity approach was outlined about the central importance of activity in the formation of consciousness in the learning process. The understanding of learning as an active activity process that determines the development of consciousness and is carried out in conditions of communication with other people was a prerequisite for determining the Subject of educational psychology. According to Leontiev, the content of pedagogical psychology as an independent field of psychological science is "research of the psychological activity of the child in the process of upbringing and education, and at the same time, the study of not all of his psychological activity, but only that which is specific to this process."

On the basis of research in the field of educational psychology, an understanding of the patterns and driving forces of the development of the psyche in ontogenesis was formed. Contrary to the widespread ideas in world psychology about spiritual development as coming exclusively from within, so that in the process of learning only the content of consciousness changes, "the very activity of consciousness and its structure remain unchanged, obey the same laws given once and for all," another understanding was asserted, first developed by Vygotsky. In the process of learning, "a decisive change in the very consciousness of the student takes place ... all his mental activity is rebuilt and developed." It was emphasized that the role of the teacher in this process is great: he sets the very content of the process that is to be mastered. The learning child is not like Robinson, who makes his little discoveries: “... the pedagogical process does not just use the ready-made psychological capabilities inherent in a child of a particular age, and does not just bring this or that content into his consciousness, but creates new features of his consciousness ".

Leontiev proceeded from the position that the scientific study of the development of the psyche has not only theoretical significance. At the same time, the solution of the question of the laws of mental development determines the direction of the development of scientifically based methods of teaching and educating children. In accordance with the theoretical thesis about the significance of activity in the mental development of a child, “... the formation and development of individual mental processes do not occur in the order of maturation, but in the course of the development of a specific activity in connection with the development of its psychological structure, its orientation and the motives that motivate it” . Hence the requirement: "In the study of the development of the child's psyche, one should proceed from an analysis of the development of his activity as it develops in the given specific conditions of his life."

Qualitatively unique stages in the child's mental development were described and the transitions between them were studied. At the same time, at different stages of development, there occurs, firstly, a change in the place occupied by the child in the system of social relations; secondly, each stage is characterized by a certain leading attitude of the child to reality at this stage, the leading type of activity. This concept, introduced by Leontiev, was the basis for the periodization of mental development in ontogeny from infancy to adolescence. The conclusion was made about the developmental effect of the leading activity, which determines "the most important changes in the mental processes and psychological characteristics of the child's personality at this stage of his development."

On the issue of the relationship between education and development, Leontiev, following Vygotsky, supports the position on the leading role of education and upbringing: the child develops while learning. However, these processes are not identical. The relationship between them is not unambiguous. It is argued that “any development is a special process of self-movement, i.e. has a spontaneous character, which is characterized by internal laws. Thus, the specificity of the age and individual characteristics of children is recognized and the need to study them remains. How, with this understanding, is the mechanism of the influence of training on development presented? This influence is exercised through the management of the activity of the child himself. “Pedagogical influence brings to life the child’s activity aimed at certain educational tasks, builds it and manages it, and only as a result of the directed activity of the child himself does he acquire knowledge, skills and abilities.” The emphasis on the child's own activity turns it into a central psychological problem of learning.

The most important provisions of Leontiev's doctrine of activity - the questions of the structure of activity, the distinction between activity and action, which are associated with a concrete psychological study of the semantic analysis of consciousness and the practice of educating a conscious attitude, that is, the consciousness of the doctrine - were developed in the appendix to practical matters learning. In accordance with this, the child is considered "not only as an object of external influences ... but, first of all, as a subject of life, a subject of development."

Applying the concepts and principles of the activity approach to the question of the methods of psychological diagnosis of underachieving schoolchildren, Leontiev restores the very problem of diagnosis and the method of tests, which were banned after the 1936 decree "On pedological perversions ...". Without denying the significance of the test method, Leontiev establishes the limits of its application and concludes that the use of tests does not make it possible to identify the reasons underlying the child's lagging behind. Therefore, in order to study the nature of the retardation, it is necessary to conduct a clinical psychological study following the test examinations, in the course of which the features of the structure of the students' cognitive activity are revealed. Further study of the mental development of the child for prognostic purposes should be built in the form of a teaching experiment.

Assessing the role of mental actions in the process of assimilation of concepts, Leontiev called the process of their formation in students “the central psychological problem of human learning. In its broadest aspect, this is one of the main problems of genetic psychology - the problem of transforming external actions into internal mental processes, the problem of their internalization.

The analysis of objective and mental actions, as well as the operations included in these actions, became the subject of research by Leontiev's comrade-in-arms in the activity school, PYa Galperin. The concept of the systematic phased formation of mental actions and concepts, created by Galperin, was confirmed and found effective application in the practice of schooling, as well as other forms of education.

In parallel with these studies in Moscow under the guidance of representatives of the activity approach D.B. Elkonin and V.V. Davydov, and in Kharkov - V.V. Repkin, starting from the 50s. theoretical and experimental research on the study of the educational activity of younger schoolchildren unfolded on a broad front. Based on them, a theory of developmental learning was developed, on the basis of which, since the beginning of the 90s. one of the three state educational systems currently operating in Russia has been introduced.

Based on the task of ensuring the development (primarily mental) of children in the process of learning activities, as well as relying on Vygotsky's ideas about the leading importance for mental development of the content of acquired knowledge, a conclusion was made that was fundamentally at odds with the established practice of teaching in elementary school. Already in primary school, the content of educational activities should be aimed at mastering theoretical knowledge as a system scientific concepts mastering which develops in students the basics of theoretical thinking and consciousness. In a situation where the content of education is empirical concepts and knowledge, for their assimilation, the child has the necessary processes of memory and thinking that have developed before schooling. Therefore, the acquisition of this knowledge does not lead to the growth of mental strength and abilities. Unlike

A.N.Leontiev

From this, theoretical concepts to be assimilated, require the development of new forms of thinking. The position on two types of thinking is deeply developed in the works of V.V. Davydov. The focus of educational activities in the practice of developmental education on the assimilation of theoretical knowledge opens up real ways for the development of thinking and personality.

Thus, the theory of learning activity makes it possible to reveal the educational functions and the upbringing role of systematic schooling. Its implementation in the practice of teaching opens up real ways to humanize learning, because its goal is not only proclaimed, but actually ensured the development of cognitive motives, thinking, consciousness, personality of the child. The project of education developed on its basis is convincing evidence of the prospects of the activity approach, a kind of test of its correctness and validity in the most important area of ​​social practice - education.

Popular psychological encyclopedia. - M.: Eksmo. S.S. Stepanov. 2005 .

See what the "activity approach" is in other dictionaries:

ACTIVITY APPROACH- (English activity approach). The totality of research in pedagogy and psychology, in which the psyche and consciousness, their formation and development are studied in various forms of subject activity of the subject. The prerequisites for D. p. developed in the domestic ... A new dictionary of methodological terms and concepts (theory and practice of teaching languages)

Activity approach- The theory of activity or the activity approach is the school of Soviet psychology founded by A.N. Leontiev and S.L. Rubinstein on cultural historical approach L.S. Vygotsky. The theory was a hybrid of psychological facts and axioms ... ... Wikipedia

Activity approach- (in psychology) a methodological principle, according to which a person’s thinking is a process of his mental activity for the spiritual mastery of reality, the transfer of external objective activity into an internal ideal plan ... ... Modern educational process: basic concepts and terms

Activity approach- in psychological and pedagogical works, the psyche of a subject or object can be studied most correctly, understandably, only if it is studied in the process of activity. It is a product of development and the result of activity ... Research activity. Dictionary- the productive tradition of analyzing various forms of activity that has developed in Russian psychology, associated with the names of L.S. Vygotsky, A.N. Leontiev, A.R. Luria and others. This methodological setting has been successfully working in a number of industries ... Political psychology. Dictionary-reference

Activity Approach in Psychology- a system of methodological and theoretical principles for the study of mental phenomena, according to which the main subject of research is activity that mediates all mental processes. This approach began to take shape in ... ... Psychological Dictionary

Category. The system of methodological and theoretical principles for the study of mental phenomena. Research. The main subject of research is activity that mediates all mental processes. This approach began to take shape in ... ...

- (English activity approach) a set of theoretical, methodological and specifically empirical studies in which the psyche and consciousness, their formation and development are studied in various forms of subject activity of the subject, and in some ... ... Great Psychological Encyclopedia

Books

• An activity approach to teaching in elementary school: a lesson in literary reading, Matveeva Elena Ivanovna. The manual reveals the features of the lesson of literary reading in the conditions of a system-activity approach to learning. Described different types lessons, their temporal and spatial organization, ...
  

In Russian psychology, the study of thinking is associated with psychological theory activities. Activity theory or activity approach - a school founded by A.N. Leontiev and S.L. Rubinshtein on the cultural-historical theory of L.S. Vygotsky.

Fundamental for domestic science is the approach to human intellectual activity, and in particular to thinking, not as some kind of abstract phenomenon, not only as a biological education, but as a psychological phenomenon (education) that arose on the basis and as a result of socio-historical development , in the process of purposeful activity, including labor.

The essence of intelligence, the content and concept of intellectual development, its levels, indicators and conditions were analyzed in the works of L.S. Vygotsky (1896-1934), S.L. Rubinstein (1889-1960), A.N. Leontiev (1903-1979), P.Ya. Galperin (1902-1988) and others.

L. S. Vygotsky studied thinking from the standpoint of the theory of the cultural and historical development of the psyche. Thinking is understood by him as a "cultural" process mediated by language, i.e., the subject of study of the psychology of thinking was verbal thinking. Vygotsky suggested using the genetic method to study any mental phenomenon, including thinking, to study this phenomenon in phylogeny, ontogenesis, and sociogenesis.

He wrote that the basis of the mental act is the processes of analysis and synthesis, abstraction and generalization, and that the specific content of thinking is the concept, the basis of which is the meaning of the word, which is the main tool of thinking. "The meaning of a word, its generalization, is an act of thinking in the proper sense of the word." "The meanings of words develop, and depending on what stage the child has reached in the development of thinking, all his other mental functions are found: attention, memory ..."

It is important to note the connection of the concept, on the one hand, with the representation and image, and on the other hand, with the word. There are complex relationships between the concept and the word. The concept is denoted by the word and does not exist outside the word, the word is its material basis. The word, being a necessary condition and means of formation and existence of the concept, itself, in turn, cannot exist without the concept, i.e., be an "empty shell". Thus, the word and the concept are organically linked.

The same complex relationship between thinking and representation. Representation, objective image express mainly the individual, and the concept - the general. At the same time, the concept and image-representation do not just coexist and accompany each other, they are interconnected in essence.

The process of concept formation is the highest level of formation of speech thinking, as well as the highest level of functioning of both speech and thinking, if considered separately. The development of a concept consists in changing its volume and content, in expanding and deepening the scope of this concept.

The formation of concepts is the result of a long, complex and active mental, communicative and practical activity of people, the process of their thinking. The formation of concepts in an individual has its roots in deep childhood. L.S. Vygotsky and L.S. Sakharov (1900-1928) were among the first psychologists in our country who studied this process in detail ("double stimulation technique"). They established a number of stages through which the formation of concepts in children passes and, as a result of the study, revealed that syncretic thinking and thinking in complex concepts are characteristic of children of early, preschool and primary school age. The child comes to thinking in real concepts only in adolescence under the influence of teaching the theoretical foundations of various sciences.

Considering the motor nature of mental processes, Vygotsky pointed out that "... the side of thinking that enters the system of behavior as a set of motor reactions of the body is completely clear. Any thought associated with movement causes in itself some preliminary tension of the corresponding muscles, expressing a tendency to be realized in motion, and if it remains only a thought, it is because the motion is not carried to the end, is not fully revealed and remains in a hidden, although in a completely tangible and effective form.

The simplest observations show that a strong thought about some forthcoming action or deed is quite casually revealed in a pose or gesture, as if in preparatory and preliminary efforts that we are about to make.

On the other hand, although thought is movement, it also "is to the same extent a delay in movement, i.e., such a form of it when the complication of the central moments of the reaction weakens and tends to nullify any external manifestation of it." For example, if something hits us hard, we will certainly delay the movement. From this follows the conclusion that "thought acts as a preliminary organizer of our behavior." The main purpose of thinking, according to L. S. Vygotsky, is “to determine the way of life and behavior, change our actions, direct them and free them from the power of a particular situation.”

Thinking exists in different forms. S. L. Rubinshtein singled out theoretical and visual thinking, and he did not consider these types of thinking polar, but, on the contrary, considered the possibility of their transition into each other in various ways. Being different levels, or stages, of knowledge, they are, according to S. L. Rubinshtein, at the same time different sides (types) of thinking. He wrote: "We distinguish visual-figurative thinking and abstract-theoretical not only as two levels, but also as two types or two aspects of a single thinking; not only a concept, but also an image appears at any, even the highest, level of thinking" .

S. L. Rubinshtein considered thinking as internal process. "Thinking is a process because it is a continuous interaction of a person with an object." The disclosure of mental operations (comparison, generalization, analysis, synthesis, abstraction) came to the fore. operational composition of the thinking process. The methodological principle underlying the study is that external causes act through internal conditions. The main (central) mechanism of the thought process is analysis through synthesis.

S. L. Rubinshtein believed that thinking unfolds in time, includes some phases, stages. This is possible only when the subject is active. A mental act is always aimed at solving a problem, i.e., if the task is relevant for a person and does not have ready solution, the thought process begins to unfold. The decision goes through several phases.

The initial phase is the awareness of the problem situation. Awareness and comprehension of the problem requires the work of thought. From understanding the problem, thought moves to its solution. The solution of the problem is accomplished in various and very diverse ways. The way and methods of solving the problem depend on its nature, whether the subject has sufficient knowledge related to this task. When a solution has already been outlined, then a new stage arises, at which the solution is recognized as a hypothesis.

Awareness of the emerging solution requires its verification, control. This is the next stage of intellectual activity. The need for verification is especially acute when other options for solving the same problem appear. Criticality is an essential sign of a mature mind.

After control, the thought process proceeds to the final phase - to the formation of a judgment on this issue, fixing the solution of the task (problem) in it.

It is important to note that in this theory of the stage-by-stage flow of the mental act in solving problems, thinking is not considered as a sequential chain of stages in the activity of thinking. "... In the process of thinking, - wrote S. L. Rubinshtein, - all its moments are in an internal dialectical relationship, which does not allow them to be mechanically broken and lined up in a linear sequence."

This process of an intellectual act is carried out using a thinking-specific arsenal of operations of comparison, analysis and synthesis, abstraction and generalization. Comparison leads to the classification of phenomena, knowledge. "Analysis without synthesis is flawed."

Analysis and synthesis do not exhaust the mental act. Its essential aspects are abstraction and generalization. Abstraction is a movement of thought that passes from the sensual properties of an object to their abstract properties through relations in which their abstract properties are revealed. And generalization, isolating the general and recurring in objects (phenomena), thereby becomes necessary and essential, general for a whole class of phenomena.

In line with the activity approach, thinking is considered as a process of conscious reflection of reality in its objective properties, connections, relations, which include objects that are inaccessible to direct sensory perception. On this occasion, S. L. Rubinshtein wrote: "Thinking correlates the data of sensations and perceptions - compares, compares, distinguishes, reveals relationships, mediations and reveals new abstract properties that are not directly sensually given." Sensation, perception reflect separate aspects of phenomena, while thinking correlates the data of sensations and perceptions and reveals relationships. However, even a simple perception of an object is a reflection of it not only as having any specific features (shape, color, etc.), but also “... as having a certain objective and stable meaning. The task of thinking is to identify essential, necessary connections that are based on real dependencies, and to separate them from random, non-essential signs or connections, phenomena.

A.N. Leontiev and his supporters studied thinking as a cognitive activity of a person. The main methodological principle is the assertion that the internal process (mental actions) is formed through external activity (behavior).

The main structural components of any activity are: motive - action - operation - goal. In this regard, the subject of study in this school is: the motivation of thinking, goal setting, the formation of mental actions, the transformation of actions, their transformation into operations.

Internal mental activity is not only a derivative of external, practical, but also has a fundamentally the same structure, and individual actions and operations can also be distinguished in it. At the same time, internal and external elements of activity are interchangeable. The structure of mental, theoretical activity may include external, practical actions, and vice versa, the structure of practical activity may include internal, mental operations and actions. Consequently, thinking as the highest mental process is formed in the process of activity.

A.N. Leontiev emphasized the arbitrary nature of the higher forms of human thinking, their derivation from culture and the possibility of development under the influence of social experience. He wrote that "human knowledge is initially accomplished in the process of labor instrumental activity. In the process of it, one thing is tested by other things. A necessary condition for the emergence of thinking is the objective practical activity of people. Thinking is a process of conscious reflection of reality in such its objective properties, connections of relations, which include those inaccessible to direct sensory perception of the object. Cognition in this case is possible in an indirect way, this is the path and there is the path of thinking. The development of human thinking occurs and is possible only in unity with social consciousness. "

P.Ya. Galperin notes that "the only way of analysis is to build the formation of the process of interest to us with given properties" and study this phenomenon in the process of its formation. Any activity (action), according to this approach, consists of two stages: indicative (preparation phase) and executive (implementation phase). The importance of the indicative stage in the process of solving problems was pointed out by almost all representatives of this school, and P.Ya. Halperin directly stated that "psychology should not deal with thinking in general, but with orientation in the process of thinking." Thus, Galperin clarifies and narrows the subject of research, proposing to explore thinking as an orienting activity, highlighting the search zone (where to look) and the search model (what to look for) in the process of orientation.

P.Ya.Galperin developed the theory of the formation of thinking (1953), which was called the concept of the systematic formation of mental actions. It was based on the idea of ​​a genetic dependence between internal intellectual operations and external practical actions.

The process of transferring external action to the inside (internalization), according to P.Ya. Galperin, is carried out in stages, passing through strictly defined stages. At each stage, the given action is transformed according to a number of parameters. The four parameters by which the action is transformed as it moves from outside to inside are the following: the level of performance, the measure of generalization, the completeness of the operations actually performed, and the measure of mastery. According to the first of these parameters, the action can be on three sublevels: action with material objects, action in terms of loud speech and action in the mind. Three other parameters characterize the quality of the action formed at a certain level: generalization, abbreviation and mastery.

The process of formation of mental actions, according to P. Ya. Galperin, is presented as follows:

1. Familiarization with the composition of the future action in practical terms, as well as with the requirements (samples) that it will eventually have to meet. This familiarization is the orienting basis for future action.

2. Performing a given action in an external form in practical terms with real objects or their substitutes. Mastering this external action follows all the main parameters with a certain type of orientation in each.

3. Performing an action without direct reliance on external objects or their substitutes. Transfer of action from the external plan to the plan of loud speech.

4. Transferring the loud speech action to the internal plan. Free pronunciation of the action entirely "to oneself."

5. Performing an action in terms of inner speech with its corresponding transformations and abbreviations and the transition of the action from the sphere of intellectual control to the level of intellectual skills and abilities.

Galperin's concept of the planned formation of mental actions has become widely known and has found application in teaching mental actions.

Thus, in the activity approach, thinking was interpreted as a special kind of cognitive activity. Through the introduction of the category of activity into the psychology of thinking, the opposition between theoretical and practical intellect, the subject and object of cognition, was overcome. Thinking in the theory of activity began to be understood as a life-forming ability to solve various problems and expediently transform reality, aimed at revealing aspects of it hidden from direct observation.

The active approach allows us to consider mental activity as a condition for the self-development of the individual. This approach made it possible to enrich the psychology of thinking with data on the significance of motivation, emotions, goal-setting in mental activity; about the dependence of mental actions on these components; about the role of control over thinking, evaluative attitude to one's thinking, etc.

The activity theory of thinking contributed to the solution of many practical problems related to the education and mental development of children. On its basis, such theories of learning were built (they can also be considered as theories of the development of thinking), such as the theory of P. Ya. Galperin, the theory of L. V. Zankov, the theory of V. V. Davydov.

This fundamental shift in the psychological study of thinking was made due to the transition to the analysis of the main means of thinking, its dynamic structures, which are revealed when considering thinking as a probabilistic process.

The frequency of contacts and the presence of mutual sociometric choices can be considered as indicators specific to a diffuse group. However, for understanding the phenomena that arise in groups of a different level, these indicators are not at all informative, since the number of interactions and choices here does not act as a system-forming feature. Cohesion should be considered as a measure of unity, which is caused by the awareness of common goals, objectives and ideals, as well as interpersonal relationships that have the character of partnership, mutual assistance. However, when specifically determining cohesion coefficients, researchers usually used only two parameters as initial data: the number of group members and the number of communications, regardless of their emotional coloring.

While correctly understanding cohesion as an integral socio-psychological characteristic of a group, many authors nevertheless used research methods that did not correspond to the cohesion of individuals in a group of a higher level of development. This brought the experimental solution into conflict with the original theoretical positions.

The informative content of cohesion coefficients obtained by counting mutual sociometric choices and identifying the frequency of contacting each other essentially deprived the psychologist of the opportunity to trace the mechanism of cohesion formation, did not make it possible to make predictions about the features of the social behavior of the studied groups.

The idea of ​​cohesion as an emotional and communicative association of individuals, which more or less correctly reflects the real phenomenon of the psychology of diffuse groups, turns out to be unproductive when it becomes theoretical basis experimental study of groups united primarily by goals, objectives and principles of joint activities. Obviously, in order to identify cohesion and obtain indices of its severity, it is necessary to refer to the content characteristics of group joint activity. This is how the idea of ​​cohesion as a value-oriented unity of the collective arose.

Value-oriented unity as an indicator of group cohesion acts as an integral characteristic of the system of intra-group relations, showing the degree of coincidence of opinions, assessments, attitudes and positions of group members in relation to objects that are most significant for achieving the goals of the group's activity and the implementation of its value orientations in this activity. On this basis, the actual experimental program for obtaining the cohesion index could be built, which was taken as the frequency of coincidence of opinions or positions of group members in relation to significant objects.

Having “deciphered” cohesion indices as a value-oriented unity, it is possible to compare different groups according to the level of development, in general, to obtain data for a deeper understanding of the nature of the relationship of individuals in a group than when using sociometric cohesion indices, which, as already noted, do not have sufficient informative.

A high degree of value-oriented unity is not created as a result of the communicative practice of the group, but is the result of active joint group activity. It is she who forms the basis of communication between members of the group and all the phenomena of interpersonal relations. Therefore, the nature of interactions in a group turns out to be a consequence of the unity of the value orientations of its members.

The value-oriented unity of a group as an indicator of its cohesion does not at all imply the coincidence of assessments and positions in all respects, the leveling of the individual in the group. Value-oriented unity - first of all, the convergence of assessments in the moral and business spheres, in the approach to the goals and objectives of joint activities.

A reliable and subtle psychological analysis of the cohesion of people united by a common cause is given by A.I. Herzen in the book "The Past and Thoughts": “... in essence, even now I am convinced that in really close relations the identity of religion is necessary - identity in the main theoretical convictions. Of course, theoretical agreement alone is not enough for a close connection between people; I was closer in sympathy, for example, with I.V. Kireevsky than with many of ours. Even more - you can be a good and faithful ally, converging on some specific matter and disagreeing; in this regard, I was with people whom I had infinite respect for, disagreeing with them in many respects, for example, with Mazzini, with Worzel. I did not seek to convince them, nor did they seek me; we had enough in common to go along the same road without quarreling. But between us, brothers of the same family, twins who lived the same life, it was impossible to diverge so deeply..

In essence, we are talking about the opposition of cohesion as the emotional closeness of people and cohesion as a value-oriented unity of allies and, finally, like-minded people. For the latter, the presence of the “identity of religion” is necessary, which, as A.I. Herzen, means "identity in the main theoretical convictions."

As a result of specific experimental studies and analysis of the data obtained, a reasonable conclusion was made that in groups of a high level of development, the coefficient of value-oriented unity is very high compared to diffuse groups. If in the first cohesion coefficients were close to unity (from 0.6 to 0.92), then in the second group cohesion coefficients ranged from 0.2 to 0.5. All this gives grounds to attribute cohesion as a value-oriented unity to the second layer in the stratometric structure of the team, leaving cohesion as an emotional and communicative unity of the group as one of the characteristics of the surface layer of intragroup activity.

1. Theoretical substantiation of the project topic

The essence of the activity approach in pedagogy

In the 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 his 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 pupil to transform 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;
• accounting principle age periods 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

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 internal motivation;
• organization of joint activities, partnerships between teachers and students, the inclusion of children in pedagogically appropriate educational relations in the process of educational 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 related to the process of cognition itself and its result (internal motives of educational actions, specifying the need for educational activity, 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 obtain the necessary information, isolate problems, set tasks, find ways to rationally solve them, analyze the knowledge gained and apply it 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 and 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:

• the pedagogical foundations for managing the educational process have been developed, including the 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. To improve the qualifications of the teacher in order to be included in the innovation activities for the implementation of the 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 each student to receive additional education in accordance with their 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.

Full lesson analysis - this is a system of aspect analyzes, including an assessment of the implementation of the tasks and objectives of the lesson, the content and types of learning activities of students according to such characteristics as the levels of learning by students of knowledge and methods of mental activity, the development of mental, creativity for students, the implementation of didactic principles and the effectiveness of the lesson.

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1. Introduction

A modern lesson is, first of all, a lesson in which the teacher skillfully uses all the possibilities for the development of the student's personality, its active mental growth, deep and meaningful assimilation of knowledge, and for the formation of its moral foundations. It is quite obvious that for the implementation of all complex tasks it cannot be once and for all established type lesson, with the stages frozen forever and the standard sequence of their implementation. And therefore, to understand and understand what is happening in the lesson, there is such an activity as the analysis of the lesson. Analysis is a logical method of cognition, which is a mental decomposition of an object (phenomenon, process) into parts, elements or features, their comparison and sequential study in order to identify essential, i.e. necessary and certain qualities and properties.

S.L. Rubinstein understood analysis as "the mental dismemberment of an object, phenomenon, situation and the identification of its constituent elements, parts, moments, sides; by analysis, we isolate phenomena from those random unimportant connections in which they are often given to us in perception."

Objective - identifying the differences between the traditional analysis of the lesson and the analysis of the lesson from the standpoint of a system-activity approach.

Work tasks:

1. Systematize known types of lesson analysis.
2. Compare traditional analysis with lesson analysis from the standpoint of a system-activity approach.

1. Main part

1. Classification of lesson analyzes

Traditionally, the following types of lesson analysis are distinguished:
1. Full lesson analysis

2. Structural analysis of the lesson

3. Aspect analysis of the lesson

4. Brief analysis of the lesson

5. Didactic analysis of the lesson

7. Psychological analysis

8. Complex analysis lessons

Full lesson analysis -this is a system of aspect analyzes, including an assessment of the implementation of the objectives of the lesson, the content and types of learning activities of students according to such characteristics as the levels of assimilation of knowledge and methods of mental activity by students, the development of students, the implementation of didactic principles and the effectiveness of the lesson.

Scheme of a complete lesson analysis

1. Target orientation of the lesson (setting a triune task).

2. What is the volume selected for the lesson educational material and the reality of its assimilation in the classroom by students.

3. How much time in the lesson was devoted to the study of new material, its analysis, consolidation and identification of the results of assimilation.

4. How the independent mental activity of students is organized, the level of mutual verification of their knowledge in the lesson.

5. How the work with the textbook contributed to the assimilation and consolidation of students' knowledge.

6. Reveal what level feedback with all students.

7. What is the system of tasks for the work of the teacher with students and how does it contribute to the achievement required level knowledge in this lesson.

8. The rationality of conducting lessons - lectures, seminars, conferences, disputes, competitions, etc., the issuance of material in blocks, the use of reference signals in this lesson.

9. What teaching methods and techniques were used, their activity in the lesson.

10. Whether reliance is placed on interdisciplinary connections.

11. How creatively tested homework of the previous lesson for everyone and whether the new one was brought to each student, its optimality, taking into account the volume of tasks in other subjects.

12. What is the result of mastering the knowledge of students and whether it will decrease in new conditions, situations.

Structural analysis of the lesson -this is the identification and evaluation of the dominant structures (elements) of the lesson, their expediency, which ensures the development of the cognitive abilities of students.

Lesson Structural Analysis Diagram

1. Identify the main elements of the lesson and determine the main types of work with students.

2. Determine their sequence and expediency.

3. Identify the time factor and its rationality by the stages of the lesson.

4. How does the learning activity of students develop from the first to the last structural element of the lesson.

5. What is the relationship of individual structural elements of the lesson.

6. What is the effectiveness of the individual stages of the lesson in the final assimilation of students' knowledge.

Aspect analysis of the lesson- this is a consideration, a detailed and comprehensive study and evaluation from a certain point of view of any side or a separate goal of the lesson in conjunction with the results of students' activities.

Scheme of aspect analysis of the lesson

1. Setting and solving a triune task in the lesson (training, education, development).

2. The optimal choice of the type and structure of the lesson for solving this aspect problem.

3. Correspondence of the content, concepts, factors and ideas of the studied material to the solution of this aspect problem.

Brief analysis of the lesson(evaluative) - this is a general assessment of the educational function of the lesson, characterizing the solution of educational, educational and developmental tasks and assessing their implementation.

Outline of a brief lesson analysis

1. Setting a triune task in the lesson (training, upbringing, development).

2. By what methods it was solved.

3. Examples confirming the teacher's work on implementation.

4. Was continuity in the solution of this problem ensured at this lesson.

5. Analyze the use of forms and methods of training, education and development.

6. What is the work of students with textbooks and other literature in the lesson.

7. How is it organized and what is the level of independent work of each student.

8. Whether the result was achieved according to its aspect goal.

9. How the knowledge, skills and abilities of students were assessed in the lesson, what is the educational value of the assessment and how it helps to achieve the final result.

Didactic analysis of the lesson -this is an analysis of the main didactic categories (implementation of the principles of didactics, selection of methods, techniques and means of teaching and teaching schoolchildren, didactic processing of the educational material of the lesson, pedagogical guidance of independent cognitive activity of students, etc.).

Scheme of didactic analysis of the lesson

1. General information about the teacher and the class.

2. The topic of the lesson, its place in the system of lessons on this topic.

3. Goals and objectives of the lesson (training, education, development), the complexity of their solution.

4. Optimal selection of training content for the set goals.

5. Adequacy, i.e. correspondence of methods and means to the goals and content of the lesson, their optimality and intensity.

6. Type of lesson, rationality of the chosen structure of the lesson, i.e. compliance with its goals, content and teaching methods.

7. Didactic interaction in the lesson. Technology for the implementation of cooperation in training.

8. Feasibility of the volume and complexity of homework.

9. The degree of implementation of the triune task of the lesson.

Psychological analysis of the lesson- this is the study of the fulfillment of psychological requirements for the lesson (ensuring the cognitive activity of students of a developing type).

Scheme of psychological analysis of the lesson

1. The psychological state of students before the start of the lesson and during it (readiness for the lesson, composure, mood and its causes, emotional response to what is happening in the lesson).

2. Development of attention, stability of attention on different stages lesson, methods of attracting attention and maintaining its stability, cases of distraction and its causes, the ratio of voluntary and involuntary attention.

3. Development and training of students' memory; how the organization of the lesson contributed to the development of all types of memory (mechanical-semantic, voluntary, involuntary, short-visual), the organization of the main memory processes - perception, memorization, preservation and reproduction.

4. The development of students' thinking: the creation of problem situations, the use of tasks that form the parameters of mental operations, comparison, analysis, synthesis, generalization, concretization, systematization, abstraction, creation of conditions for the development of creative thinking.

5. Development of students' imagination through the figurative presentation of the material.

6. Techniques for organizing a meaningful perception of the material by schoolchildren.

7. Attracting the emotions of students in the learning process or the entire calculation was made on mental activity.

8. Did the lesson help common development personality of the student and the children's team as a whole.

9. The teacher's knowledge of developmental psychology and psychological contact with the class: how the teacher monitors the movements of thought and feeling of each student in the learning process, the pedagogical tact of the teacher.

1. System-activity approach as the basis of a modern lesson

For many years, the goal of schooling was to master the system of knowledge. The memory of the students was loaded with numerous facts, names, concepts. That is why graduates of the Russian school in terms of the level of factual knowledge are noticeably superior to their peers from most countries. However, the results of international comparative studies conducted in the last decade are alarming. Russian schoolchildren perform well on tasks of a reproductive nature, but show poor results when performing tasks related to observation, classification, and comparison. The new education paradigm of the 21st century is based on equipping schoolchildren with the ability to study independently, to acquire ZUN and UUD - universal methods of activity:
- cognitive;
- information and communication;
- reflexive.
The new generation standards for elementary and secondary schools are based on this methodology. The basis for the implementation of new educational standards is a system-activity approach, which involves the inclusion of students in independent learning activities, preparing themselves for life, for the profession.

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

Teaching activities means making learning motivated, teaching the student to optimally organize his activities, helping to form the ability to control and self-control, assessment and self-esteem. The teacher should not just "train" the student in the performance of some techniques, operations - these operations must be comprehended and accepted by the student, ideally, he must find his own methods of action.

Any activity begins with setting a goal that is personally significant for students, when this goal is “assigned” by the student, he can understand and formulate the task. In order for students to have a cognitive interest, it is necessary to confront them with a “surmountable difficulty”, that is, to create a problem situation, in order to solve it, educational actions are performed, at this stage it is necessary to create a situation of success.

The main components of the system-activity approach are:
- motivational, on which the educational task is set, with the actualization of ZUN;
- planning and organization of activities, training actions are needed here with the creation of a situation of success, it is at this stage that UUDs are developed;
- self-control and self-assessment, such a sequence is necessary in any system-activity lesson.

1. Criteria for evaluating a lesson with a system-activity approach

The effectiveness of the lesson with a system-activity approach is assessed according to the following criteria:

The teacher has a curriculum for conducting a lesson, depending on the readiness of the class;

Use of problematic creative tasks;

Application of knowledge that allows the student to choose the type, type and form of the material (verbal, graphic, conditionally symbolic);

Creating a positive emotional mood for the work of all students during the lesson;

Discussing with the children at the end of the lesson not only what “we learned”, but also what we liked (did not like) and why, what I would like to do again, but do it differently;

Encouraging students to choose and independently use different ways to complete tasks;

Evaluation (encouragement) when questioning in the lesson not only the correct answer of the student, but also an analysis of how the student reasoned, what method he used, why and what was wrong;

The mark given to the student at the end of the lesson should be argued on a number of parameters: correctness, independence, originality;

When homework is given, not only the topic and scope of the task are called, but it is explained in detail how to rationally organize your educational work when doing homework.

2.2.2. Comparative analysis of the traditional lesson and the new lesson

type

As you know, the most common type of lesson is a combined one. Let's consider it from the standpoint of the main didactic requirements, and also reveal the essence of the changes associated with the conduct of a modern type lesson:

2.2.3. Scheme of lesson analysis from the standpoint of applying the system-activity approach

New criteria for the effectiveness of the lesson require changes in its analysis.

Scheme of lesson analysis from the standpoint of applying the system-activity approach

1. Organization of training in the zone nearest development on the basis of taking into account the level of actual development, which provides for a different measure of difficulty, assistance and mutual assistance in the assimilation of program material.

2. Allocation by the teacher as a subject of assimilation of the system of scientific concepts.

3. Work on the formation of concepts:

Reliance on previously formed concepts, ideas, experience of students;

Solution of practical problems.

4. Work on the formation of students' ability to highlight the main thing in the studied material:

The presence in the lesson: independent work, observation of an object or phenomena, drawing up a response plan, drawing up brief notes, drawing up diagrams, algorithms;

5. Work on the development of independent thinking of students:

6. Use in the lesson of different sources of information reporting:

7. Work in cooperation (in a small and large group) in different capacities (leader, follower, organizer of activities).

8. Proposal for the choice of buildings of varying difficulty, different types, types and forms (individualization and differentiation).

9. Encouraging students to use a variety of ways of learning activities.

10. Usage various ways assessment and self-assessment, reflection of the process and the result.

11. Accounting for individual capabilities and abilities.

12. Providing conditions for cooperation, co-creation, empathy.

13. Formation of a variety of educational and communication skills and skills to create a situation of success.

14. Promoting the preservation and strengthening of the health of schoolchildren

3. Conclusion

Improving pedagogical skills is impossible without a well-constructed pedagogical analysis of the lesson. Analysis of the lesson allows us to assess the strengths and weaknesses of the teacher, to determine the unrealizable reserves of students and his own, to clarify certain points of the individual style of activity. In the course of the analysis, the teacher gets the opportunity to look at his lesson from the outside, to realize it as a phenomenon as a whole, to purposefully comprehend the totality of his own theoretical knowledge, methods, methods of work in their practical refraction in interaction with the class and specific students.

The analysis of any lesson is a comprehensive approach in which the psychological, pedagogical, content, methodological and subject aspects are closely interconnected. Contributing to the improvement of the teaching process in general, the analysis is of paramount importance for the teacher giving the lesson andperforms a number of functions: control (auxiliary), educational (main) and educational (provides assistance to the teacher in determining the direction of self-education and self-education). In this regard, in the analysis of the lesson, the following should be clearly characterized: firstly, the scientific character of the studied material, its compliance with the program, the quality of the knowledge gained at the institute ( control function); secondly, the noted achievements and shortcomings in the work of the teacher, the correspondence of teaching methods to best practices and recommendations of science, these specific recommendations for improving pedagogical skills (learning function); thirdly, the evaluated business and ethical qualities of the teacher, his language, communication culture, etc. (educational and developmental function).

The lesson analysis process is multifaceted: it psychological features the personality of the teacher, his activities in a particular lesson, organizational, communicative, cognitive abilities, actions to assimilate the taught material by students, develop the necessary skills and abilities, take into account the ethnographic, educational characteristics of students, social norms and values ​​of the class, the prevailing atmosphere of communication, the status of individual students, reliance on the patterns of communication in the systems "teacher-student", "student-student", "teacher-student", due to the specifics of the subject.

1. Evaluation of the professional skills of a teacher is one of the most relevant aspects in the work of the administration. This allows you to constantly identify professional difficulties, provide timely assistance to the teacher, see his growth, and contribute to successful certification. And since the main indicator of pedagogical professionalism is a lesson, each leader needs to master the skill of its analysis. A lot has been written about this, but this topic is from the category of "eternal": time, life, the leaders themselves make constant adjustments to it. Along with the analysis of the lesson by the school administration, it is extremely important to hear the teacher's self-analysis, his assessment of his own pedagogical activity. Self-analysis is an indicator of the teacher's professionalism, the degree of his understanding of the tasks of education, and not just the goals and objectives of one lesson.
2. The ability to establish the personal responsibility of the teacher (and the school as a whole) for the quality of the learning process. During the analysis of the lesson, the compliance of the achieved learning outcomes with the planned (established standard) is checked.

5. Application

Diagnostic map for evaluating the teacher's activities in the formation of universal educational activities

LESSON ANALYSIS

from the standpoint of a system-activity approach

Full name of the teacher _______________________________________________________________

Lesson ______________________________________________________ in ______ class

Theme of the lesson _______________________________________________________________

Form of conducting ______________________ The class is ready for the lesson _________________

date of "____" ____________20____

Technological map of the lesson

Technological map of lesson assessment

Technological map of teacher control

Target: Identification of difficulties in organizing a lesson on an activity basis and their prevention in future work