Formation of Universal Learning Actions in Primary School Students within the Framework of the Federal State Educational Standards (FSES)

Formation of Universal Learning Activities in Primary School Students under the Implementation of the Federal State Educational Standard (FSES)

"Tell me and I will forget.
Show me and I will remember.
Involve me and I will learn."
— Chinese proverb

Today, the school is rapidly changing, striving to keep pace with the times. The main change in society, which also affects the educational landscape, is the acceleration of development. This means that the school must prepare its students for a life that it cannot yet fully foresee. The modern teacher must reconsider the goals and values of primary education as defined in the new Standard for primary schools.

Therefore, today it is less important to give the child as much knowledge as possible and more important to ensure their cultural, personal, and cognitive development, equipping them with such a vital skill as the ability to learn. In essence, this is the main task of the new educational standards, which are designed to realize the developmental potential of general secondary education.

The goals and characteristics of this stage of education define the requirements for the results of mastering the basic general education program and the organizational-pedagogical conditions for achieving them. Personal results of students include the level of value orientations developed in primary school graduates, reflecting their individual and personal positions, motivations for learning, social emotions, and personal qualities.

Meta-subject results refer to the universal learning activities and cross-disciplinary concepts acquired during the study of several or all subjects. Subject-specific results, related to the need for independent exploration of the world, include the experience of subject-specific activities in acquiring, transforming, and applying new knowledge, as well as a system of fundamental scientific knowledge elements forming the modern scientific worldview.

Essential components in the implementation of the educational program include the ideas of:

• Conceptual and organizational integration of school staff activities—primary school teachers, subject teachers, specialists from psychological-pedagogical services, and medical staff. The support service's activities aim to create optimal psychological and pedagogical conditions for the self-realization and development of each child’s individual abilities.

Achieving this goal requires solving several tasks:

• Preventing mental fatigue and psychological trauma in children at the beginning of school and during the transition to middle school;

• Conducting corrective speech therapy to prevent reading and writing disorders in younger students, developing visual-spatial functions, memory, attention, and analytical-synthetic thinking;

• Studying the dynamics of the development of specific personal qualities (responsibility, independence), self-esteem, and motives for cognitive learning activities;

• Examining the level of development of cognitive, emotional, and volitional domains, including factors determining readiness to continue education.

2. Involving students’ families as full participants in the educational process. Parents are informed at all stages of education about the content and assessment methods, the child’s psychological and pedagogical adaptation to school, and the socialization of primary school students. To this end, thematic parent-teacher meetings and consultations are held on relevant psychological and didactic topics.

Parents attend lessons and extracurricular activities together with psychologists. They also contribute to organizing health-improving activities and implementing cultural and leisure programs.

3. The necessity of conscious resistance to objectively existing negative phenomena of modern society.
   The rights and responsibilities of participants in the educational process are documented in a public agreement between the primary school and the student’s parents.

Indicators of successful implementation of the primary general education program at the state primary school include:

• Preservation of students’ physical and mental health,

• Positive dynamics in intellectual and social development,

• Stable motivation and readiness for learning—a desire and ability to learn, and psychological preparedness to continue education.

One of the most important goals of primary education, in accordance with the Federal State Educational Standard of primary general education, is the formation of learning activity.

The term "universal learning activities" means the ability to learn, that is, a person’s capacity for self-development and self-improvement through the conscious and active acquisition of new social experience.

Successful educational outcomes suggest that a student:

• Can set goals (tasks),

• Has or develops methods for solving the assigned task,

• Can monitor, evaluate, and correct their actions.

The effectiveness of education is also evident in the fact that, during the learning process, a child is able to answer for themselves and others the following questions:
"What needs to be done? Why am I doing this? How am I doing it? How can I check the correctness of my actions? How do I evaluate what I have done? How do I evaluate how I did it? How can I correct what did not work out?"

Thus, the development of the student’s personality through mastering universal learning activities is both the goal and the main result of school education. To a large extent, achieving this educational outcome is connected with the development of meta-subject universal learning activities. Having these, the student not only solves educational-cognitive and practical tasks but also understands the methods they apply. This enables them to choose the most rational and accurate methods for solving learning tasks and achieving educational goals—that is, to manage their own activity.

During the development of the second-generation Federal State Educational Standard for primary general education, special attention was given to competency-based and activity-based approaches.

The modern approach to education does not deny the importance of developing strong subject knowledge, skills, and abilities (NSK), which are necessary but insufficient for the successful development of a child’s personality. That is why there is growing relevance in using methods and techniques that help develop the ability to independently acquire new knowledge, collect necessary information, formulate hypotheses, and draw conclusions.

Modern students’ needs will remain unmet unless they gain the status of subjects of education. Therefore, the process of forming and developing universal learning activities becomes especially significant in the context of the increasing volume and rapid obsolescence of information. Universal learning activities are a key component of the second-generation standards and ensure the development of students’ key competencies.

Shabanova E.A., Primary School Teacher