home Cosmetology Formation of reflexive abilities in younger schoolchildren. Techniques for self-control of work in mathematics lessons in the formation of reflective skills in elementary school students Development of reflective skills in students

Formation of reflexive abilities in younger schoolchildren. Techniques for self-control of work in mathematics lessons in the formation of reflective skills in elementary school students Development of reflective skills in students

GBOU secondary school No. 1 village. Big Chernigovka

Compiled by:
primary school teacher
Fistikan Natalya Grigorievna

2014
“Those who have managed to reflect on reality receive advantages in moving forward” Evgeniy Domansky
Currently, the volume of information is rapidly increasing. In these conditions, a person needs to have not only a certain fixed amount of knowledge, skills and abilities, but, most importantly, be able to navigate the information space, be able to set a goal for himself, achieve it, be able to adequately evaluate himself and predict the development of further events.
The priority goal of the modern educational concept has become the development of an individual ready for self-education, self-education and self-development. In this regard, one of the tasks of education is to develop in a child the ability to reflexively control his own activities as a source of motive and ability to learn, cognitive interests and readiness for successful learning.
“Meta-subject results of mastering the basic educational program of primary general education should reflect: mastering the initial forms of cognitive and personal reflection” (from the requirements of the Federal State Educational Standard)
A feature of the new state standards of general education is their focus on universal learning activities, one of which is universal reflexive skills.
In elementary school, the following reflexive skills are formed:
perceive yourself adequately;
set the goal of the activity;
determine performance results;
correlate results with the purpose of the activity;
identify errors in your own behavior;
describe the situation you have experienced.
Students master key competencies that form the basis of the ability to learn. An important requirement is to develop the ability to understand the reasons for the success/failure of educational activities and the ability to act constructively even in situations of failure.
The conceptual idea of constructing a teaching technology according to federal standards of the second generation in the system of lifelong education was the idea of including the student in active cognitive activity. Socrates also said that you can teach a person to play the flute only if he plays it himself.
A child cannot constantly be in a situation of consuming ready-made knowledge. He wants to be active and independent in educational and cognitive activities. A first-grader, for example, needs to learn to manage his mental processes, his inner world. This means that you need to learn to set yourself a learning task (what should I do?), evaluate yourself (am I thinking and reflecting correctly?).
But without the help of a teacher, a child will not learn to control himself. It is the unity of the goals of the teacher and the student that ultimately leads to certain results, when each student can evaluate his activities in the lesson. This makes students feel happy and important.
Psychologists especially emphasize that the formation and development of spiritual life is connected, first of all, with reflection. But what is reflection?
The word reflection comes from the Latin reflexio - turning back. The Dictionary of Foreign Words defines reflection as thinking about one’s internal state, self-knowledge. The explanatory dictionary of the Russian language interprets reflection as introspection. (In the dictionary of S. I. Ozhegov it is indicated that in the word reflection the emphasis should be placed on the syllable le). In modern pedagogical science, reflection is usually understood as self-analysis of activities and their results. Reflection is a person’s reflection aimed at students analyzing their own state, experiences, thoughts upon completion of an activity. This is an attempt to reflect what happened to my “I”: What did I think? How did you feel? What did you buy? What surprised me? What did I understand and how did I build my behavior? and so on. At the same time, the depth of reflection and self-analysis depends on the degree of education of a person, the development of moral sense and the level of self-control. Reflection, in a simplified definition, is “talking to oneself.”
Reflection is aimed at understanding the path traveled, at collecting into a common treasury what was noticed, thought out, and understood by everyone. Its goal is not just to leave the lesson with a fixed result, but to build a chain of meaning, to compare the methods and methods used by others with their own. Reflection can be carried out not only at the end of the lesson, as is commonly believed, but also at any stage. The duration of this stage is 2-3 minutes. At the same time, it is at this stage that all links of the lesson are connected into a single system.
Davydov V.V. in his work “Psychological Theory of Educational Activity and Primary Teaching Methods Based on Content-Based Generalization” states that rational thinking, based on visual examples, can be called empirical thinking. Rational thinking, internally connected with the study of the nature of its own basis - with the study of concepts, it is advisable to call theoretical thinking.
Also V.V. Davydov notes the methods of reflective thinking. They include the following mental actions:
Reflection as the ability for self-determination: the transition from role, status to one’s own position;
Reflection as the ability to distinguish and coordinate positions in group work, as the student’s ability to connect to joint action and initiate cooperation;
Reflexive operations when solving mental problems, reflection of generalized methods of solving problems, reflection of modeling and idealization;
Reflection as the ability of self-knowledge and personal self-development
Reflection allows you to accustom the student to self-control, self-esteem, self-regulation and the formation of the habit of understanding events, problems, and life.
Reflection contributes to the development of critical thinking in students, a conscious attitude towards their activities, as well as the formation of self-management. Primary school can teach a child the basics of critical thinking, i.e. ability to evaluate and comprehend. Reflection in educational activities is the conscious acquisition of new knowledge when the student: 1) analyzes and updates existing knowledge and skills; 2) replenishes them by thoughtfully completing the task; 3) critically evaluates what has been done; 4) checks and analyzes the result of his activities.

Basic and necessary requirements
to the process of forming reflexive skills.
The development of reflective skills does not happen automatically. A special organization of the educational process, joint learning activities, educational material and learning environment is necessary. To create conditions for the reflective development of schoolchildren, the teacher must remember the basic and necessary requirements for the process of developing reflective skills:
reflection is individual, therefore an individual approach to everyone is necessary;
reflection is dialogical in nature, therefore it is necessary to organize educational dialogue in the learning process;
reflection is activity-based in essence, therefore it presupposes subjectivity, i.e. activity, responsibility;
reflection is of different scales, so a change of positions and a different view of one’s activities is necessary. It is necessary to give the child the opportunity not only to learn and be in the position of a student, but also the opportunity to teach another - to be in the position of a teacher.

Reflective technologies in primary school.
Classification of reflection.
The educational process in the changing modern world is constantly becoming more complex and puts forward as a priority the problem of using new technologies of training and education. Currently, the teacher has the opportunity to choose teaching methods and technologies that are most optimal for building the educational process.
Techniques developed by reflective teaching technologies can be used in teaching primary schoolchildren. This will make the learning process more meaningful for the child and bring him closer to real life.
Reflection is associated with the formation of personal, regulatory and communicative universal educational actions. When interacting with a student, the teacher uses (depending on the circumstances) one of the types of personal reflection:
physical (had time - did not have time, easy - hard),
sensory (feeling: comfortable – uncomfortable, interesting – boring),
spiritual (became better or worse, created or destroyed oneself and others). The object of cognition is the cognizing personality itself, its properties and qualities, behavioral characteristics, and system of relationships with others. Such reflection reflects human essence.
Intellectual reflection (what I understood, what I realized - what I didn’t understand, what difficulties I experienced) manifests itself in the process of solving various kinds of problems, in the ability to analyze various methods of solution, find more rational ones, and repeatedly return to the conditions of the problem. Enables the student to understand, comprehend, record the strengths of his activities and identify “sinking” components (self-control and self-esteem).
Reflection varies depending on the type of lesson (after mastering the knowledge of learning, intermediate reflection, control and final reflection).
The content of reflection can be oral or written.
Depending on how it is carried out, it can be a questionnaire, a question, a symbol, a table, a situation, a drawing.
According to the form of activity it is classified as:
Frontal (selective)
Individual (involves self-analysis of the lesson and the events of the day).
Group (emphasizing the value of the activities of each group member to achieve maximum results in solving the task).
Collective.
According to the purpose, there are 3 groups of reflection.
Reflection of mood and emotional state allows you to establish emotional contact at the beginning of the lesson and at the end. Reflects the student’s internal state; well-being (comfortable - uncomfortable); It is a means of self-knowledge.
Reflection of content allows you to identify the level of awareness of the content covered.

Reflection of mood and emotional state.
Reflection of mood and emotional state to establish emotional contact at the beginning of the lesson and at the end. Reflects the student’s internal state; well-being (comfortable - uncomfortable); It is a means of self-knowledge.
(it is advisable to carry out at the beginning of the lesson in order to establish emotional contact or at the end of the activity)
What can be used?
Emotionally – artistic reflection. Students are offered two paintings depicting a landscape. One picture is imbued with a sad, melancholy mood, the other – with a joyful, cheerful one. Students choose the picture that matches their mood.
Emotional – musical reflection. Students listen to fragments from two musical works (it is advisable to indicate the composer of the work). There is alarming music and calm, enthusiastic music. Students choose a piece of music that matches their mood.
cards with a face;
geometric figures;
“color your world” - the choice of color plays a big role, as well as the definition of your world;
“rose” - the choice of color is an indicator of the student’s mood at the moment;
“sunny” - I succeeded in everything, “sun and cloud” - I didn’t succeed in everything, “cloud” - I didn’t succeed, etc.
In lessons in grades 1-2, it is appropriate to use cards with the image of a face, various pictures (“sun” - I succeeded, “sun and cloud” - I didn’t succeed in everything, “cloud” - I didn’t succeed; “joyful gnome” - everything is fine, “sad gnome” is not good). Symbols and color signals can be used in various teaching situations.
The following helps to successfully end a lesson on a positive note: compliment-praise; compliment in business qualities; compliment in feelings.

Reflection of activity
Reflection of activity is an understanding of the ways and techniques of working with educational material, the search for more rational techniques. This type is acceptable at the stage of checking homework, defending project work, at the end of the lesson, in order to evaluate the activity of each student at different stages of the lesson.
I will name some techniques for this reflection. Analyzing the activity in the lesson as a whole or at its individual stages, students either “decorate” the Christmas tree, or create a “tree of success,” or go to a “clearing” of flowers, noting the successfully or unsuccessfully completed task.
What options?
Usually at the end of the lesson there is a summary, a discussion of what we learned and how we worked - i.e. Everyone evaluates their contribution to achieving the goals set at the beginning of the lesson. The “Ladder of Success” technique is appropriate here.
“Ladder of success” - the bottom step, the “little man” has his hands down - nothing worked out for me; middle step, the “little man” has his arms spread to the sides - I had problems; the top step, the “little man” has his arms raised up - I succeeded;
“Tree of Success” - green leaf – no errors, yellow leaf – 1 mistake, red leaf – 2-3 mistakes;
“Dress up the Christmas tree” - successfully completed the task - hung the ball, there were mistakes - the ball remained near the tree;
It is more advisable to use all these options in grades 1-2, because Children love to play, they love everything bright and eye-catching.
But a child must make progress in his development. And in reflective activity there is such progress.

Reflection on the content of educational material
Its goal: to find out how students understood the content of the lesson. Here are some examples:
Reflection on goal achievement (the goal of the lesson is written on the board and at the end of the lesson a discussion of its achievement is held).
Reflection on the attitude towards the problem (topic), a look at the problem before and now (My opinion: before / after studying the topic)
The beginning of a phrase is given, and the student finishes it. The child has the opportunity to choose the phrase that he needs at the moment.
Usually at the end of the lesson there is a summary, a discussion of what we learned and how we worked - i.e. everyone evaluates their contribution to achieving the goals set at the beginning of the lesson, their activity, the effectiveness of the class, the fascination and usefulness of the chosen forms of work. The guys in a circle speak in one sentence, choosing the beginning of a phrase from the reflective screen on the board:
today I found out
it was interesting
it was difficult
I completed tasks
I realized that
Now I can
I felt that

I purchased
I learned
I managed
I could
I will try
I was surprised
gave me a lesson for life
I wanted

At the end of the lesson, you can give the children a short questionnaire that allows them to carry out self-analysis and give a qualitative and quantitative assessment of the lesson. Some points can be varied and supplemented, it depends on what elements of the lesson you pay special attention to. You can ask students to justify their answer.

1. I worked during the lesson
2. Through my work in class I
3. The lesson seemed to me
4. For the lesson I
5. My mood
6. I had the lesson material
7. Homework seems to me
active / passive
satisfied/dissatisfied
short / long
not tired / tired
it got better/it got worse
understandable/not understandableuseful/uselessinteresting/boring
easy / difficultinteresting / not interesting

The “Scale” technique (according to the method of G.A. Tsukerman) will allow you to consider and evaluate on a 10-point scale the work in the lesson from different positions:
“I” 0________10
“We” 0________10
“Case” 0________10
This assessment:
Allows any child to see their progress, since there is always a criterion by which the student’s success can be assessed;
Is informative;
Promotes the formation of positive self-esteem.
Assessment allows schoolchildren to determine whether they have mastered or not mastered (and to some extent, the general method of solving a given educational task, whether or not (and to what extent) the result of educational actions corresponds to their ultimate goal. At the same time, assessment does not consist in a simple statement of these moments, but in a meaningful qualitative consideration of the result of assimilation (the general method of action and the corresponding concept) in comparison with the goal, it is the assessment that informs schoolchildren whether they have solved or not solved a given educational task.
"Today's lesson for me"
Students are given an individual card in which they need to highlight phrases that characterize the student’s work in the lesson in three areas.
Lesson
I'm in class
Bottom line

1. interesting
1. worked
1. understood the material

2. boring
2. rested
2. learned more than I knew

3.don't care
3.helped others
3. didn’t understand

The “Plus - Minus - Interesting” technique will allow the teacher to look at the lesson through the eyes of the students and analyze it from the point of view of value for each student. The author of the reception is Edward de Bono, MD, PhD, University of Cambridge, an expert in the development of practical skills in the field of thinking. The exercise can be performed either orally or in writing, depending on time availability. For written completion, it is proposed to fill out a table of three columns. In the “P” - “plus” column, everything that you liked during the lesson, information and forms of work that aroused positive emotions, or in the student’s opinion may be useful to him in achieving some goals, is written down. In the “M” - “minus” column, everything that you didn’t like in the lesson, seemed boring, caused hostility, or remained incomprehensible is written down. Or information that, in the student’s opinion, turned out to be unnecessary for him, useless from the point of view of solving life situations. In the “I” - “interesting” column, students write down all the interesting facts they learned about in class, and what else they would like to know about this problem, questions for the teacher.
Reflection can be carried out orally at the board, where students selectively express their opinions at will; they can be divided into rows into “+”, “–”, “?” or individually in writing.
“+”
“–”
“?”

All facts that caused positive emotions are recorded in the “+” column. In the “–” column, students write down everything that is missing or remains unclear. In the “interesting” (?) column, students write down everything they would like to know more about, what interests them.
With this tablet you can start updating your knowledge on a certain topic.
A tablet is a recording of knowledge and ignorance about a concept.
Concept
Knew
Found out
I want to know

An interesting technique of reflection is in the form of a syncwine (pentament). Cinquain was developed by the American poet Adelaide Crapsey, influenced by Japanese haiku and tanka miniatures. In Russia it began to be used in 1997. Can be used as a final assignment on the material covered. What is the point of this methodological technique? Compiling a syncwine requires the student to briefly summarize the educational material and information, which allows him to reflect on any occasion. This is a form of free creativity, but according to certain rules. The rules for writing syncwine are as follows:
- first line – topic name (one noun);
- second – description of the topic in a nutshell, two adjectives;
- third – line description of the action within this topic in three words;
- the fourth line is a four-word phrase that shows the attitude to the topic (a whole sentence);
- the last line is a synonym that repeats the essence of the topic. In this conclusion, each student connects and generalizes his impressions, knowledge, and imagination.
The “Knowledge about Ignorance” technique not only teaches schoolchildren to think about a given topic, but also to activate their own life experience and analyze it at the stage of learning something new, when only the direction or general theme of the lesson is known. Students should be asked to formulate ignorance using seven basic questions: “what?”, “how?”, “where?”, “when?”, “why?”, “if?”, “which?”
In grades 3–4, when studying theoretical material, it is appropriate to use symbols in the margins near the text or in the text itself using signs: “+” - knew, “!” - new material (learned), “?” - I want to know (the “Notes in the margins” technique).
When compiling memos, diagrams or texts for reference books, the “Crib Sheet” technique (information, wording, rule in a condensed form) is appropriate. And the arrangement of concepts in the required order is the “Ranking” technique.
The “Difficulty” technique promotes the development of self-control, determining the boundaries of one’s knowledge and ignorance. Otherwise, this technique can be called “I can - I can’t.” So, in a mathematics lesson, students are offered different examples. They need to distribute them into two columns: 1 - I know (I can solve); 2 - I don’t know (can’t decide). Using this technique, you can teach schoolchildren to change their usual way of acting. For example, when studying the topic “Spelling unstressed case endings of nouns” at the stage of learning new material, when independently writing down words with missing letters (e or i), students discover that among the words lsnoy, grbnik and others there is a word for branch... and letter Finally, you can’t check it in the usual way.
The “Table” technique will help establish the connection between individual concepts. For example, in a lesson on generalizing knowledge about independent parts of speech, it will be more useful to invite students to independently compose a “Parts of Speech” table, rather than use a ready-made one proposed in the textbook. In the process of working on the table, students can clearly trace the general meaning of parts of speech, their morphological features, and syntactic role.
The “Delayed Control” technique teaches schoolchildren to analyze their own actions. The student’s independent work is checked without grading, but with errors noted in the margins, which he looks for and corrects himself. The ability to check one’s own work is so important for future educational activities that it should be developed in the elementary grades. In addition, the use of this technique helps develop perseverance and concentration.
The “Signs” technique includes the primary school student in control and assessment activities. And it doesn’t matter what signs are used: a person on a ladder, which shows how the child evaluates his own contribution to the common cause (the higher the little man is, the greater the contribution), or just a green pencil, which helps compare the writing of his own letter with a model (by like “underline the most beautiful letter”). This technique teaches you to comprehend your own course of reasoning, and this is already an element of reflexive control.
It is important to teach younger schoolchildren to fill out the “Personal Growth Card” on their own. Let them track the results and growth dynamics of their achievements themselves. This type of work increases the level of competence of younger schoolchildren in the field of educational independence. In the “Complex Tests” manuals for grades 3 and 4, it is possible to keep such a “Diary of Achievements” for each subject.
In a separate lesson, you can create a “Self-control Card” of your activities and results on the topic being studied.
Self-control card

My mood at the beginning of the lesson

Inserted noun endings in the genitive plural

Application of the rule in writing (Ex. 151)

Applying the rule in writing (consolidation)

My mood at the end of the lesson

Diagnostics of the development of reflection
Diagnostics of the formation of reflection in the educational activities of junior schoolchildren can be carried out according to the following criteria:
1) the ability to detect knowledge about one’s ignorance, to distinguish the known from the unknown;
2) the ability of students to indicate in an underdetermined situation what knowledge and skills are missing for successful action;
3) the ability of elementary school students to consider and evaluate their own thoughts and actions “from the outside”;
4) the ability of primary school students to critically, but not categorically, analyze the thoughts and actions of other students.
Diagnostics of the level of development of reflexive abilities of younger schoolchildren using the example of conducting
“Personal self-development book.”
When organizing any activity, the teacher - the class teacher - must master the methods of diagnosing it and determining the final result. The result we want to get is the development of reflexive abilities in the child. By observing children and analyzing the objects of their activity, the teacher diagnoses the level at which children's reflection is located. (School of developmental education. Sharing experience. Davydov readings in Siberia.). Keeping a “Personal Self-Development Book” is very effective, which allows the child to determine in time what he can do and what he needs to learn. The book consists of the following sections:
My health;
Peer relationship style;
Me and my character;
I choose a healthy lifestyle;
I choose my passion;
My progress.
Working with such tables in the “Book of Self-Development” allows the child to see the level of his skill for a certain period and realize how he has grown in relation to himself, which is the basis for the formation of the reflexive abilities of a primary school student (see appendix). Also, some or all elements The “Personal Self-Development Book” is available in the Student Portfolio.
For diagnosis, in addition to recording the results of his observations, the teacher can use an essay on a given reflective topic, for example, “My class”, “A holiday in our life”, “What am I?”, “The person I remember”, “Who is a true friend?” etc. For such a diagnosis, you can use a “scale of levels” from the lowest level of development to higher levels. This is what it looks like:
Level name
a brief description of

1.Lack of content
The child talks about anything, but not about the content side of the issue. Does not understand the topic of conversation or completely refuses to discuss.

2.Low level
Expresses himself haphazardly, chaotically, emotionally. He is already able to highlight the content, but treats it emotionally and does not see the connections within the content.

3.Mid level
There is an attempt to structure the content logically. Able to discover internal connections and dependencies with the help of a teacher.

4.Mid level
The child tries to construct the content logically and holistically, but he cannot do this on his own, without external help.

5. Norm
The child builds the content logically and there is an attempt to express his own opinion (attitude) to this content.

6.Above normal
The child understands the content and correlates the content with his own understanding, can evaluate his understanding (matches - does not match)

7.High level
The child can relate to his own understanding of the content.

When analyzing work, the teacher takes into account how the content relates to the child’s own experience, with the experience of other people (incoherent information, cannot give examples; relies on his own everyday experience, gives examples from life; can trace changes in experience, give different ways of responding to the situation, refer to other people's opinions or experiences). Diagnostics are carried out once every six months, its results must be processed by the teacher and a strategy for the further development of children’s reflective activity must be outlined.
Thus, educational activity is a source of a situation of reflection, that is, a situation of joint discussion, understanding and experience of what happened here and now. Being aware of his activities, the child learns in his mind to discuss his own actions, actions, desires, motivations, correlating them with his values and norms.

Reflection as a prerequisite for teacher self-development.
“If you know how to judge yourself correctly, then you are truly wise” Antoine de Saint-Exupéry.
Everyone knows that any person is happy to do what he is good at. But any activity begins with overcoming difficulties. For reflective people, the path from the first difficulties to the first successes is much shorter. There is no limit to perfection in our profession. What seemed only possible yesterday looks outdated today. New ideas and desires to change something appear. And any creative teacher is in constant search. Everything we do now is not an end in itself, but serious preparation for constant internal reflection. Let's go back to reflective questions and ask ourselves: What am I doing? For what purpose? What are the results of my activities? How did I achieve this? Can we do better? What will I do next? As long as the teacher asks himself these questions, he develops. As soon as he begins to be satisfied with what he has achieved, his professional growth stops. Of course, reflection is a prerequisite for teacher self-development.
The process of reflection must be multifaceted, since the assessment is carried out not only by the individual herself, but also by the people around her. Thus, reflection in the lesson is a joint activity of students and teachers, which allows improving the educational process, focusing on the personality of each student.

Thus, a brief description of techniques that develop reflection shows that their use in elementary school helps not only to intensify the cognitive activity of younger schoolchildren and develop their thinking, but also introduces variety into the lesson, teaches children to make decisions, abandon stereotypes, and accustoms them to persuasive argumentation. All this lays the foundation for critical thinking, i.e. the ability to comprehend and evaluate one’s own actions. In addition, the techniques of reflective technologies actualize the child’s creative potential.
It is reflection that helps the student develop the desire and ability to learn, and detect ignorance in his knowledge. Reflection is a unique indicator of the student’s activity as a subject of educational activity. Reflection and the ability to learn, formed in primary school, are the basis for the formation of the student’s zone of proximal self-development in adolescence and early adolescence.
We must always remember that Success, as we know, gives birth to success. There should be no losers in school. The main commandment of the teacher is to notice even the smallest progress of the student and support his success. “Learning should bring the joy of learning, the joy of communication. Every child is an individual, everyone has something to be proud of, everyone needs to feel the joy of success. And joy will certainly arouse interest in learning.”
List of used literature:
“Junior schoolchild: development of cognitive abilities” Pos. for the teacher / I.V.Dubrovina, A.D.Andreeva, E.E.Danilov and others; Under. ed. I.V. Dubrovina. M., 2011.
“Modernization of the educational process in primary, secondary and high schools: solutions. Recommendations for school experimental work./ed. A. G. Kasprzhak and others - National Foundation for Personnel Training. Institute of New Educational Technologies. – M.: Education, 2004
Davydov V.V. Psychological theory of educational activity and methods of initial teaching based on meaningful generalization. Developmental Learning Library. Issue 6. – Tomsk: “Peleng”, 1992.
Davydov readings in Siberia. Issue 2. School of developmental education (sharing experience). – Tomsk: “Peleng”, 2006.
Kulnevich S.V., Lakotsenina T.P. "Analysis of a modern lesson." Practical guide. - Publishing house "Teacher", Rostov-on-Don, 2003.
Kulnevich S.V., Lakotsenina T.P. Modern lesson. Part 1. Scientific and practical manual. - Publishing house "Teacher", Rostov-on-Don, 2004.
Yakimanskaya I.S. Personality-oriented learning in a modern school - M.: “September”, 1996
"Formation of reflexive skills
junior schoolchildren
in class and in extracurricular activities"
Times New Roman(Giving a presentation)Times New Roman15

At the present stage of development of education, much attention is paid not so much to the amount of scientific knowledge that students acquire at school, but to the formation of their information, activity and communication competencies. The priority of primary general education is the formation of general educational skills, the level of mastery of which largely determines the success of all subsequent education. Based on modern trends in the development of education, the goal of my teaching activity is to establish the foundations of the educational activities of junior schoolchildren. I work in primary school, so we can only talk about the basics of educational activities. Based on the goal, I structure my teaching activities in such a way that they are aimed at developing in younger schoolchildren the skills that are part of the educational activity: setting the goal of the activity, planning their actions to achieve the goal, the activity itself and reflection on the result obtained.

To develop activity competence, I structure the study of educational material in such a way that, during its assimilation, students are able to “experience” all stages of the activity: setting the goal of the activity, planning their actions to achieve the goal, the activity itself and reflection on the result obtained.

I divide all educational material into blocks - topics. The first lessons in the topic are devoted to setting a learning task and learning a new method of action. Here the educational process is structured in such a way that students independently or together with the teacher (depending on the complexity of the material being studied) separate the known from the unknown, identify a problem, set an educational task for themselves, record it, “discover” a new way of action, model it (construct algorithm of the “new” method of action).

The third and final link in the topic is the lessons of control, assessment and individual work. I take these lessons especially seriously because it is here that each student’s problems are individually identified and solved. In my opinion, reflexive abilities are very important for the formation of educational activities, since only after reflecting on their own actions do children have the opportunity to identify their own deficits, which is the basis for building a program of action to eliminate them. The ability to conduct one’s own reflection (meaningful self-assessment) takes quite a long time to develop. I build the formation of reflection step by step in joint activities with the student.

Stage 1 of the formation of reflexive abilities I start in 1st grade during the period of learning to read and write. Basic purpose In my activities at this stage, I differentiate between emotional and substantive assessments of my work. At this stage of work, I use “magic rulers” that remind the child of a measuring device (a self-assessment tool proposed by T. Dembo and S. Rubinstein), on which the child himself evaluates his work. In the first grade, I offer my students two rulers, on which the correctness of the work done (based on the total number of mistakes made) and beauty are assessed. With these “magic rulers” you can measure anything. Before starting the measurement, I explain to first-graders that at the very top of the “ruler” the child who wrote all the words correctly can put a cross, at the very bottom of this “ruler” - the one who wrote all the words with errors. Thus, the child puts a cross on the conditional scale in accordance with the place that this result occupies between the best and worst results according to the selected criterion. When checking a student’s work, I put my cross on the same “ruler.” The discrepancy between the student’s grade and my grade on the “ruler” then becomes a topic for dialogue with the student. This form of assessment is convenient for students’ written work. For a first-grader learning to write, these parameters for evaluating his work (correctness and beauty) are very important. Therefore, I carry out quite a long and painstaking work not only to ensure that children accurately determine for themselves the importance of both parameters, but also not to confuse the meaningful assessment with the emotional one. Because during my work with children, I noticed that for children 6-7 years old, the emotional coloring of an activity has a strong influence on the activity itself, and a first-grader can actually evaluate his mood in terms of correctness or beauty.

On Stage 2 In the formation of reflexive abilities in children, meaningful self-esteem is formed. Purpose In my activities at this stage, I focus on organizing the identification of a method of action, and then the criteria for assessing the formation of this method. This stage begins at the end of Year 1 after the literacy period and continues until the end of Year 4. Now it is important not to generally evaluate your actions according to the “correctness” parameter (i.e., by the number of mistakes made), but to evaluate your skills according to the number of correctly performed operations included in the method of action.

I show the unfolding of this stage using the example of the topic “Multiplication of multi-digit numbers.” The sequence of studying this topic is represented by a system of knowledge and skills that allows you to pose and solve the problem of constructing a method for written multiplication of multi-digit numbers. The method of multiplying multi-digit numbers is based on the method of multiplying a multi-digit number by a single-digit number, which consists of the following operations:

Correctly write numbers for multiplication, taking into account place value.
“Estimation” - determination of overflowing bits.
Determining the number of digits in a product.
Finding the product of single-digit numbers, i.e. table multiplication.
Finding the sum of products in each digit.

These highlighted operations (individual “steps”) will become the criteria for assessing the mastery of the method of action. Now each “ruler” will evaluate a separate operation (a separate “step”).

Having assessed his actions according to these “rulers”, the child will see how he has mastered the method, what actions he already knows how to do, and which ones still cause difficulties.

Finding the sum of incomplete products.

Now, when finding the product of a multi-digit number and a two-digit (or three-digit) number, the child draws a scale on which all the “steps” are shown, and, completing each “step,” makes a mark on the scale. By this, firstly, he restores the method of action each time, and, secondly, further reflecting on his own actions, he will be able, based on the method, to accurately identify his difficulties. At this stage, I do not interfere in the moment of self-assessment. A conversation on this matter will take place after the diagnostic work, which is compiled in such a way that each task is aimed at checking the assimilation of each step of the method.

After mastering the method of action, a holistic reflection on the assimilation of the method of action is organized. Students are given diagnostic work, compiled in the form of tests or independent work in such a way that the child can, by completing the tasks given to him, clearly determine the steps of the algorithm and once again check himself on the completion of all steps and evaluate his actions. This self-assessment, after diagnostic, independent and testing work, is entered into a reflective table. For example, the table “My achievements on the topic: “Multiplication of multi-digit numbers” (grade 4):

№	Date or lesson number on the topic.	Diagnosis Job	Self Job	Check Job
1	Writing the multiplication action in a column.	+	+	+
2	Determining the number of digits in a product.	?	+	+
2	Finding one incomplete product.	+	+	+
3	Finding more than one incomplete product.	?	+	+
4	Recording incomplete works.	?	+	+
5	Addition of incomplete products.	+	+	+
6	Multiplying multi-digit numbers ending in zero.	?	?	+

By filling out this table, the child has the opportunity to see his progress in the topic. Yesterday I still couldn’t figure out how to find an incomplete work, but today I figured it out! Etc. The children agree on how to fill out this table themselves, but so that the signs they will use are the same, so that the teacher and student can understand each other. These can be icons: +, -, ? or children will paint over the cells as much as they see fit.

At the end of the topic, after the final test, students work with the “Diary of Achievements,” which contains all the skills that students should learn during the year. For each year of study, their own “Success Diaries” are compiled. This “Diary of Achievements” was compiled for 4th grade students based on the 1998 standards and program requirements. By filling out this diary, the child sees his progress and the problems that he still needs to work on further, sets goals and plans his work to eliminate his deficits. Currently, I only teach lessons in the Russian language, mathematics and literary reading in primary grades, so the diary of achievements is presented only in these subjects for 4th grade students.

DIARY OF ACHIEVEMENTS

My math skills.

№	I can do months	9	10	11	12	1	2	3	4	5
1	Read and write multi-digit numbers.
2	Compare multi-digit numbers.
3	Solve simple equations.
4	Add (orally) numbers up to 100.
5	Subtract (orally) numbers up to 100.
6	I know the multiplication table.
7	I know the division table...
8	Divide numbers with a remainder.
9	Multiply and divide numbers by 10, 100, 1000
10	Add (“in a column”) multi-digit numbers.
11	Subtract (“in a column”) multi-digit numbers.
12	Multiply (“column”) multi-digit numbers.
13	Divide (“in a column”) multi-digit numbers.
14	I know the order of actions.
15	Solve simple problems.
16	Solve compound problems.
17	Solve motion problems.
18	Write down the conditions of tasks in the form of a diagram or table.
19	Measure segments with different measuring instruments.
20	Find the perimeter of the rectangle.
21	Find the area of a rectangle.
22	Build geometric shapes.
23	Compare and convert length units.
24	Compare and convert units of time.
25	Compare and convert units of mass.
26	Compare and convert area units.
27	Work with logical series of numbers (continue series, arrange numbers in ascending or descending order).

My Russian language skills.

№		9	10	11	12	1	2	3	4	5
1	Copy text.
2	Perform sound-letter analysis of words.
3	Parse the word according to its composition.
4	Parse a word as a part of speech.
5	Parse the proposal.
6	Write summaries.
7	Write essays.
8	Write from dictation without errors: Omission, replacement of letters.
	Word wrap.
	Submitting an offer in writing.
	Capital letter in proper names.
	Letter combinations: zhi-shi, cha-sha, chu-shu.
	b – softness indicator.
	Letter combinations: K, chn, schn, nsch
	Integrated and separate spellings.
	Separating soft sign.
	Solid dividing sign.
	Tested unstressed vowel in the root
	Unchecked unstressed vowel in the root
	Paired consonant.
	Unpronounceable consonant.
	Double consonant.
	Spelling of prefixes.
	A soft sign at the end of nouns after sibilants.
	Soft sign at the end of verbs 2nd person singular.
	Connecting vowels in compound words.
	Unstressed case endings of nouns.
	Unstressed endings of adjectives.
	Unstressed endings of verbs.
	Comma for homogeneous members of a sentence.
	Comma in a complex sentence.
9	Work on your mistakes.

My reading skills.

№	I can	9	10	11	12	1	2	3	4	5
1	Read (aloud) syllable by syllable
	Read (aloud) syllable by syllable and whole word
	Read (aloud) in whole words.
2	Speed of reading aloud.
3	Speed of silent reading.
4	Correct reading.
5	Expressiveness of reading.
6	Reading awareness.
7	Reading by heart.

My general study skills.

№	I can do months	9	10	11	12	1	2	3	4	5
1	Title the text.
2	Retell the text (orally or in writing).
3	Answer questions about the text.
4	Make up questions for the text.
5	Make a plan for the text.
6	Construct your statement (monologue) on a given topic (construct a monologue).
7	Participate in dialogue.
8	Argue (prove) your point of view.
9	Build diagrams.
10	Fill out tables.
11	Use dictionaries.
12	Work with reference books (atlases, encyclopedias)
13	Select literature on the topic.
14	Work with plans, geographical and historical maps.
15	Evaluate your work.
16	Work in a group (negotiate, distribute work).

Thus, my students are constantly forced to reflect on their activities. Systematic and targeted work in this direction has yielded tangible results. The diagram below shows the dynamics of the formation of reflective self-assessment of their actions among my students over the course of 4 years of study. When diagnosing this ability, the coincidence of the student’s assessment of his actions and the teacher’s assessment of the same actions was taken as a basis. If the reflective assessments coincided, then it was considered that the student had developed this ability. If they did not match, then the type of discrepancy was considered. If a student always underestimates or overestimates his actions, then the ability was considered unformed. A slight increase in the percentage of undeveloped reflexive abilities in the 4th grade was due to the arrival of a new student in the class, who found it difficult to engage in this learning process.

I track the results of my activities by filling out monitoring tables for the class and for each child, which contain all the skills in subjects that a primary school student must master, as well as general educational skills. Filling them out after various types of diagnostic, testing and control work helps to clearly track the progress and problems of each student individually and the class as a whole. Based on this, I plan and carry out both individual correctional work with individual students and with the class as a whole.

At the end of 4th grade, I was able to make sure that reflexive abilities began to manifest themselves in the majority of children, although I still have to work together with a small group of children. I can note that my current graduates are very different from those whom I graduated previously in that they are more conscious of the learning process, because most of them understand what their activities are aimed at at the moment. Having “experienced” all stages of educational activity together with the teacher, by the fourth grade they begin to try to carry out this activity independently. This was manifested in the active participation of my students in research and design activities. My students’ participation in school competitions always brings prizes. I think that systematic work on the formation of reflection not only helps to “grow” independence in a child, but also helps to preserve his psychological health. My students are not familiar with test anxiety. Children are not afraid to express their opinion, even if it later turns out to be wrong. Students are open to adults and actively participate in joint activities with them. Undoubtedly, this work also needs to be systematically carried out further in middle and high school, since in elementary school only the foundation of children's independence is laid, its main formation and development occurs in middle and high school.

GBOU secondary school No. 1 village. Big Chernigovka

Compiled by:

primary school teacher

Fistikan Natalya Grigorievna

2014

“Those who have managed to reflect on reality receive advantages in moving forward” Evgeniy Domansky

Currently, the volume of information is rapidly increasing. In these conditions, a person needs to have not only a certain fixed amount of knowledge, skills and abilities, but, most importantly, be able to navigate the information space, be able to set a goal for himself, achieve it, be able to adequately evaluate himself and predict the development of further events.

The priority goal of the modern educational concept has become the development of an individual ready for self-education, self-education and self-development. In this regard, one of the tasks of education is to develop in a child the ability to reflexively control his own activities as a source of motive and ability to learn, cognitive interests and readiness for successful learning.

“Meta-subject results of mastering the basic educational program of primary general education should reflect: ... mastering the initial forms of cognitive and personal reflection” (from the requirements of the Federal State Educational Standard)

A feature of the new state standards of general education is their focus on universal educational activities, one of which is universal reflective skills.

In elementary school the following are formed reflective skills:

perceive yourself adequately;

set the goal of the activity;

determine performance results;

correlate results with the purpose of the activity;

identify errors in your own behavior;

describe the situation you have experienced.

Students master key competencies that form the basis of the ability to learn. An important requirement is to develop the ability to understand the reasons for the success/failure of educational activities and the ability to act constructively even in situations of failure.

The conceptual idea of building a teaching technology according to the second generation federal standards in the system of lifelong education was the idea of including the student in active cognitive activity. Socrates also said that you can teach a person to play the flute only if he plays it himself.

A child cannot constantly be in a situation of consuming ready-made knowledge. He wants to be active and independent in educational and cognitive activities. A first-grader, for example, needs to learn to manage his mental processes, his inner world. This means that you need to learn to set yourself a learning task (what should I do?), evaluate yourself (am I thinking and reflecting correctly?).

But without the help of a teacher, a child will not learn to control himself. It is the unity of the goals of the teacher and the student that ultimately leads to certain results, when each student can evaluate his activities in the lesson. This makes students feel happy and important.

Psychologists especially emphasize that the formation and development of spiritual life is connected, first of all, with reflection. But what is reflection?

Word reflection comes from the Latin reflexio - turning back. The Dictionary of Foreign Words defines reflection as reflection on one’s inner state, self-knowledge. The explanatory dictionary of the Russian language interprets reflection as introspection. (In the dictionary of S. I. Ozhegov it is indicated that in the word reflection the emphasis should be placed on the syllable le). In modern pedagogical science, reflection is usually understood as self-analysis of activities and its results. Reflection - reflection of a person, aimed at students analyzing their own state, experiences, thoughts upon completion of the activity. This is an attempt to reflect what happened to my “I”: What did I think? How did you feel? What did you buy? What surprised me? What did I understand and how did I build my behavior? and so on. At the same time, the depth of reflection and self-analysis depends on the degree of education of a person, the development of moral sense and the level of self-control. Reflection, in a simplified definition, is "talk to yourself".

Reflection is aimed at understanding the path traveled, at collecting into a common treasury what has been noticed, considered, understood by everyone. Its goal is not just to leave the lesson with a fixed result, but to build a chain of meaning, to compare the methods and methods used by others with their own. Reflection can be carried out not only at the end of the lesson, as is commonly believed, but also at any stage. The duration of this stage is 2-3 minutes. At the same time, it is at this stage that all links of the lesson are connected into a single system.

Davydov V.V. in his work “Psychological Theory of Educational Activity and Primary Teaching Methods Based on Content-Based Generalization” states that rational thinking, based on visual examples, can be called empirical thinking. Rational thinking, internally connected with the study of the nature of its own basis - with the study of concepts, it is advisable to call theoretical thinking.

Also V.V. Davydov notes the methods of reflective thinking. They include the following mental actions:

Reflection as the ability for self-determination: the transition from role, status to one’s own position;

Reflection as the ability to distinguish and coordinate positions in group work, as the student’s ability to connect to joint action and initiate cooperation;

Reflexive operations when solving mental problems, reflection of generalized methods of solving problems, reflection of modeling and idealization;

Reflection as the ability of self-knowledge and personal self-development

Reflection allows you to accustom the student to self-control, self-esteem, self-regulation and the formation of habits of understanding events, problems, life.

Reflection promotes development of critical thinking in students, a conscious attitude towards their activities, as well as the formation of self-management. Primary school can teach a child the basics of critical thinking, i.e. ability to evaluate and comprehend. Reflection in educational activities is the conscious acquisition of new knowledge when the student: 1) analyzes and updates existing knowledge and skills; 2) replenishes them by thoughtfully completing the task; 3) critically evaluates what has been done; 4) checks and analyzes the result of his activities.

Basic and necessary requirements

to the process of forming reflexive skills.

The development of reflective skills does not happen automatically. A special organization of the educational process, joint learning activities, educational material and learning environment is necessary. To create conditions for the reflective development of schoolchildren, the teacher must remember the basic and necessary requirements for the process of developing reflective skills:

reflection individual, therefore, an individual approach to everyone is necessary;

reflection dialogical by its nature, therefore it is necessary to organize educational dialogue in the learning process;

reflection activity in essence, therefore, it presupposes subjectivity, i.e. activity, responsibility;

reflection multi-scale, Therefore, a change of position and a different view of one’s activities is necessary. It is necessary to give the child the opportunity not only to learn and be in the position of a student, but also the opportunity to teach another - to be in the position of a teacher.

Reflective technologies in primary school.

Classification of reflection.

The educational process in the changing modern world is constantly becoming more complex and puts forward as a priority the problem of using new technologies of training and education. Currently, the teacher has the opportunity to choose teaching methods and technologies that are most optimal for building the educational process.

Techniques developed by reflective teaching technologies can be used in teaching primary schoolchildren. This will make the learning process more meaningful for the child and bring him closer to real life.

Reflection is associated with the formation of personal, regulatory and communicative universal educational actions. When interacting with a student, the teacher uses (depending on the circumstances) one of the types personal reflection:

physical(made it – didn’t make it, easy – hard),

sensory(feeling: comfortable – uncomfortable, interesting – boring),

spiritual(became better or worse, created or destroyed oneself and others). The object of cognition is the cognizing personality itself, its properties and qualities, behavioral characteristics, and system of relationships with others. Such reflection reflects human essence.

Intellectual reflection(what I understood, what I realized - what I didn’t understand, what difficulties I experienced), manifests itself in the course of solving various kinds of problems, in the ability to analyze various methods of solution, find more rational ones, and repeatedly return to the conditions of the problem. Enables the student to understand, comprehend, record the strengths of his activities and identify “sinking” components (self-control and self-esteem).

Reflection varies depending depending on the type of lesson (after mastering the knowledge of knowledge, intermediate reflection, control and final reflection).

By content reflection may be oral and written.

Depending from the ways it is carried out it could be a questionnaire, a question, a symbol, a table, a situation, a drawing.

By form of activity classified as:

Frontal (selective)

Individual (involves self-analysis of the lesson and the events of the day).

Group (emphasizing the value of the activities of each group member to achieve maximum results in solving the task).

Collective.

By purpose There are 3 groups of reflection.

Reflections of mood and emotional state allows you to establish emotional contact at the beginning of the lesson and at the end. Reflects the student’s internal state; well-being (comfortable - uncomfortable); It is a means of self-knowledge.

Reflection of activity– this is an understanding of the ways and techniques of working with educational material, the search for more rational techniques. This type is acceptable at the stage of checking homework, defending project work, at the end of the lesson, in order to evaluate the activity of each student at different stages of the lesson.

Content reflection allows you to identify the level of awareness of the content covered.

Reflection of mood and emotional state.

Reflection of mood and emotional state establish emotional contact at the beginning of the lesson and at the end. Reflects the student’s internal state; well-being (comfortable - uncomfortable); It is a means of self-knowledge.

(it is advisable to carry out at the beginning of the lesson in order to establish emotional contact or at the end of the activity)

What can be used?

Emotional and artistic reflection. Students are offered two paintings depicting a landscape. One picture is imbued with a sad, melancholy mood, the other – with a joyful, cheerful one. Students choose the picture that matches their mood.

Emotional – musical reflection. Students listen to fragments from two musical works (it is advisable to indicate the composer of the work). There is alarming music and calm, enthusiastic music. Students choose a piece of music that matches their mood.

cards with a face;

geometric figures;

“color your world” - the choice of color plays a big role, as well as the definition of your world;

“rose” - the choice of color is an indicator of the student’s mood at the moment;

“sunny” - I succeeded in everything, “sun and cloud” - I didn’t succeed in everything, “cloud” - I didn’t succeed, etc.

Appropriate for lessons in grades 1-2 using cards with the image of a face, various pictures(“sunny” - I succeeded in everything, “sun and cloud” - I didn’t succeed in everything, “cloud” - I didn’t succeed; “joyful gnome” - everything is good, “sad gnome” - not bad). Symbols and color signals can be used in various teaching situations.

It helps to successfully end the lesson on a positive note: compliment-praise; compliment in business qualities; compliment in feelings.

Reflection of activity

Reflection of activity – This is an understanding of the ways and techniques of working with educational material, the search for more rational techniques. This type is acceptable at the stage of checking homework,protection of project work, at the end of the lesson, to evaluate the activity of each student at different stages of the lesson.

I will name some techniques for this reflection. Analyzing the activity in the lesson as a whole or at its individual stages, students either “decorate” the Christmas tree, or create a “tree of success,” or go to a “clearing” of flowers, noting the successfully or unsuccessfully completed task.

What options?

Usually at the end of the lesson there is a summary, a discussion of what we learned and how we worked - i.e. Everyone evaluates their contribution to achieving the goals set at the beginning of the lesson. Appropriate here "Ladder of Success" technique.

« Ladder of success" - bottom step, the “little man” has his arms down - I didn't succeed;middle step, the “little man” has his arms spread to the sides - I had some problems;the top step, the “little man” has his arms raised up - I succeeded;

"Tree of Success"- green sheet - no errors, yellow sheet - 1 error, red sheet - 2-3 errors;

"Dress up the Christmas tree"- successfully completed the task - hung the ball, there were mistakes - the ball remained near the tree;

It is more advisable to use all these options in grades 1-2, because Children love to play, they love everything bright and eye-catching.

But a child must make progress in his development. And in reflective activity there is such progress.

Reflection on the content of educational material

Its goal: to find out how students understood the content of the lesson. Here are some examples:

Reflection on goal achievement (the goal of the lesson is written on the board and at the end of the lesson a discussion of its achievement is held).

Reflection on the attitude towards the problem (topic), a look at the problem before and now (My opinion: before / after studying the topic)

The beginning of a phrase is given, and the student finishes it. The child has the opportunity to choose the phrase that he needs at the moment.

Usually at the end of the lesson there is a summary, a discussion of what we learned and how we worked - i.e. everyone evaluates their contribution to achieving the goals set at the beginning of the lesson, their activity, the effectiveness of the class, the fascination and usefulness of the chosen forms of work. The guys in a circle speak in one sentence, choosing the beginningphrases from the reflective screen On the desk:

today I found out...

it was interesting…

it was difficult…

I completed tasks...

I realized that...

Now I can…

I felt that...

I purchased...

I learned…

I managed …

I was able...

I will try…

I was surprised...

gave me a lesson for life...

I wanted…

At the end of the lesson, you can give the children a smallquestionnaire, which allows you to carry out self-analysis and give a qualitative and quantitative assessment of the lesson. Some points can be varied and supplemented, it depends on what elements of the lesson you pay special attention to. You can ask students to justify their answer.

1. I worked during the lesson

2. Through my work in class I

3. The lesson seemed to me

4. For the lesson I

5. My mood

6. I had the lesson material

7. Homework seems to me

active / passive

satisfied/dissatisfied

short / long

not tired / tired

it got better/it got worse

clear / not clear
useful/useless
interesting / boring

easy / difficult
interesting / not interesting

Reception "Scale"(according to the method of G.A. Tsukerman) will allow you to consider and evaluate on a 10-point scale the work in the lesson from different positions:

“I” 0________10

“We” 0________10

“Case” 0________10

This assessment:

Allows any child to see their progress, since there is always a criterion by which the student’s success can be assessed;

Is informative;

Promotes the formation of positive self-esteem.

Assessment allows schoolchildren to determine whether they have mastered or not mastered (and to some extent, the general method of solving a given educational task, whether or not (and to what extent) the result of educational actions corresponds to their ultimate goal. At the same time, assessment does not consist in a simple statement of these moments, but in a meaningful qualitative consideration of the result of assimilation (the general method of action and the corresponding concept) in comparison with the goal, it is the assessment that informs schoolchildren whether they have solved or not solved a given educational task.

“Today’s lesson for me...”

Students are given an individual card in which they need to highlight phrases that characterize the student’s work in the lesson in three areas.

Lesson

I'm in class

Bottom line

1. interesting

1. worked

1. understood the material

2. boring

2. rested

2. learned more than I knew

3.don't care

3.helped others

3. didn’t understand

Reception “Plus - minus - interesting” will allow the teacher to look at the lesson through the eyes of the students, analyze it from the point of view of value for each student. The author of the reception is Edward de Bono, MD, PhD, University of Cambridge, an expert in the development of practical skills in the field of thinking. The exercise can be done asorally, so and in writing , depending on time availability. For written completion, it is proposed to fill out the table of three graphs. IN column "P" - "plus" Everything that you liked during the lesson, information and forms of work that aroused positive emotions, or, in the student’s opinion, may be useful for him to achieve some goals are recorded. In column "M" - "minus" Everything that you didn’t like in the lesson, seemed boring, caused hostility, or remained incomprehensible, is written down. Or information that, in the student’s opinion, turned out to be unnecessary for him, useless from the point of view of solving life situations. In column “I” - “interesting” students write down all the interesting facts they learned about in class, and what else they would like to know about this problem, questions for the teacher.

Reflection can be carried out orally at the board, where students selectively express their opinions at will; they can be divided into rows into “+”, “–”, “?” or individually in writing.

“+”

“?”

With this tablet you can start updating your knowledge on a specific topic.

A tablet is a recording of knowledge and ignorance about a concept.

Concept

Knew

Found out

I want to know

An interesting technique of reflection in the formsyncwine (five lines). Cinquain was developed by the American poet Adelaide Crapsey, influenced by Japanese haiku and tanka miniatures. In Russia it began to be used in 1997. Can be used as a final assignment on the material covered. What is the point of this methodological technique? Compiling a syncwine requires the student to briefly summarize the educational material and information, which allows him to reflect on any occasion. This is a form of free creativity, but according to certain rules. The rules for writing syncwine are as follows:

The first line is the name of the topic (one noun);

The second is a description of the topic in a nutshell, two adjectives;

The third line is a description of the action within this topic in three words;

The fourth line is a four-word phrase that shows the attitude to the topic (a whole sentence);

The last line is a synonym that repeats the essence of the topic. In this conclusion, each student connects and generalizes his impressions, knowledge, and imagination.

Technique “Knowledge about ignorance”» not only teaches schoolchildren to think about a given topic, but also to activate their own life experience and analyze it at the stage of learning something new, when only the direction or general theme of the lesson is known. Students should be asked to formulate ignorance using seven basic questions: “what?”, “how?”, “where?”, “when?”, “why?”, “if?”, “which?”

In grades 3–4, when studying theoretical material, it is appropriate to use symbols in the margins near the text or in the text itself using signs: “+” - knew, “!” - new material (learned), “?” - I want to know (reception "Notes in the margins").

When compiling memos, diagrams or texts for reference books, it is appropriate to use "Crib"(information, wording, rule in a condensed form). And arranging concepts in the right order is a technique "Ranging".

Technique "Difficulty" promotes the development of self-control, determining the boundaries of one’s knowledge and ignorance. Otherwise, this technique can be called “I can - I can’t.” So, in a mathematics lesson, students are offered different examples. They need to distribute them into two columns: 1 - I know (I can solve); 2 - I don’t know (can’t decide). Using this technique, you can teach schoolchildren to change their usual way of acting. For example, when studying the topic “Spelling unstressed case endings of nouns” at the stage of learning new material when independently writing words with missing letters (e or i) students discover that among the words l...snoy, gr...bnik And others have a word on the branch... and the letter at the end cannot be checked in the usual way.

The connection between individual concepts will help to establish reception "Table». For example, in a lesson on generalizing knowledge about independent parts of speech, it will be more useful to invite students to independently compose a “Parts of Speech” table, rather than use a ready-made one proposed in the textbook. In the process of working on the table, students can clearly trace the general meaning of parts of speech, their morphological features, and syntactic role.

Reception “Delayed control”» teaches schoolchildren to analyze their own actions. The student’s independent work is checked without grading, but with errors noted in the margins, which he searches for and corrects himself. The ability to check one’s own work is so important for future educational activities that it should be developed in the elementary grades. In addition, the use of this technique helps develop perseverance and concentration.

Reception "Signs"» includes younger schoolchildren in control and assessment activities. And it doesn’t matter what signs are used: man on the stairs, which shows how the child evaluates his own contribution to the common cause (the higher the person is, the greater the contribution), or simply green pencil, which helps to compare the writing of your own letter with a model (like “underline the most beautiful letter”). This technique teaches you to comprehend your own course of reasoning, and this is already an element of reflexive control.

It is important to teach younger schoolchildren to fill out independently “Personal growth map.” Let them track the results and growth dynamics of their achievements themselves. This type of work increases the level of competence of younger schoolchildren in the field of educational independence. In the “Complex Tests” manuals for grades 3 and 4, it is possible to conduct such "Diary of Achievements" for each subject.

In a separate lesson can be created "Self-control card" their activities and results on the topic being studied.

Self-control card

My mood at the beginning of the lesson

Inserted noun endings in the genitive plural

Application of the rule in writing (Ex. 151)

Applying the rule in writing (consolidation)

My mood at the end of the lesson

Diagnostics of the development of reflection

Diagnostics of the formation of reflection in the educational activities of junior schoolchildren can be carried out according to the following criteria:

1) the ability to detect knowledge about one’s ignorance, to distinguish the known from the unknown;

2) the ability of students to indicate in an underdetermined situation what knowledge and skills are missing for successful action;

3) the ability of elementary school students to consider and evaluate their own thoughts and actions “from the outside”;

4) the ability of primary school students to critically, but not categorically, analyze the thoughts and actions of other students.

Diagnostics of the level of development of reflexive abilities of younger schoolchildren using the example of conducting

“Personal self-development book.”

When organizing any activity, the teacher - the class teacher - must master the methods of diagnosing it and determining the final result. The result we want to get is the development of reflexive abilities in the child. By observing children and analyzing the objects of their activity, the teacher diagnoses the level at which children's reflection is located. (School of developmental education. Sharing experience. Davydov readings in Siberia.). Keeping a “Personal Self-Development Book” is very effective, which allows the child to determine in time what he can do and what he needs to learn. The book consists of the following sections:

My health;

Peer relationship style;

Me and my character;

I choose a healthy lifestyle;

I choose my passion;

My progress.

Working with such tables in the “Book of Self-Development” allows the child to see the level of his skill for a certain period and realize how he has grown in relation to himself, which is the basis for the formation of the reflexive abilities of a primary school student (see. application). Also, some or all elements of the “Personal Self-Development Book” are available in the Student Portfolio.

For diagnosis, in addition to recording the results of his observations, the teacher can use an essay on a given reflective topic, for example, “My class”, “A holiday in our life”, “What am I?”, “The person I remember”, “Who is a true friend?” etc. For such a diagnosis, you can use a “scale of levels” from the lowest level of development to higher levels. This is what it looks like:

Level name

a brief description of

1.Lack of content

The child talks about anything, but not about the content side of the issue. Does not understand the topic of conversation or completely refuses to discuss.

2.Low level

Expresses himself haphazardly, chaotically, emotionally. He is already able to highlight the content, but treats it emotionally and does not see the connections within the content.

3.Mid level

There is an attempt to structure the content logically. Able to discover internal connections and dependencies with the help of a teacher.

4.Mid level

The child tries to construct the content logically and holistically, but he cannot do this on his own, without external help.

5. Norm

The child builds the content logically and there is an attempt to express his own opinion (attitude) to this content.

6.Above normal

The child understands the content and correlates the content with his own understanding, can evaluate his understanding (matches - does not match)

7.High level

The child can relate to his own understanding of the content.

Thus, educational activity is a source of a situation of reflection, that is, a situation of joint discussion, understanding and experience of what happened here and now. Being aware of his activities, the child learns in his mind to discuss his own actions, actions, desires, motivations, correlating them with his values and norms.

Reflection as a prerequisite for teacher self-development.

“If you know how to judge yourself correctly, then you are truly wise” Antoine de Saint-Exupéry.

Everyone knows that any person is happy to do what he is good at. But any activity begins with overcoming difficulties. For reflective people, the path from the first difficulties to the first successes is much shorter. There is no limit to perfection in our profession. What seemed only possible yesterday looks outdated today. New ideas and desires to change something appear. And any creative teacher is in constant search. Everything we do now is not an end in itself, but serious preparation for constant internal reflection. Let's go back to reflective questions and ask ourselves: What am I doing? For what purpose? What are the results of my activities? How did I achieve this? Can we do better? What will I do next? As long as the teacher asks himself these questions, he develops. As soon as he begins to be satisfied with what he has achieved, his professional growth stops. Of course, reflection is a prerequisite for teacher self-development.

The process of reflection must be multifaceted, since the assessment is carried out not only by the individual herself, but also by the people around her. Thus, reflection in the lesson is a joint activity of students and teachers, which allows improving the educational process, focusing on the personality of each student.

Thus, a brief description of techniques that develop reflection, shows that their use in elementary school helps not only to intensify the cognitive activity of younger schoolchildren and develop their thinking, but also introduces variety into the lesson, teaches children to make decisions, abandon stereotypes, and teaches convincing argumentation. All this lays the foundation for critical thinking, i.e. the ability to comprehend and evaluate one’s own actions. In addition, the techniques of reflective technologies actualize the child’s creative potential.

It is reflection that helps the student formdesire and ability to learn , detect ignorance of one's knowledge . Reflection is a kind of indicatorstudent activity as a subject of educational activity.Reflection and learning skills , formed in primary school, are the basis for the formation zones of proximal self-development of a student in adolescence and early adolescence.

We must always remember that Success, as we know, gives birth to success. There should be no losers in school. The main commandment of the teacher is to notice even the smallest progress of the student and support his success. “Learning should bring the joy of learning, the joy of communication. Every child is an individual, everyone has something to be proud of, everyone needs to feel the joy of success. And joy will certainly arouse interest in learning.”

List of used literature:

“Junior schoolchild: development of cognitive abilities” Pos. for the teacher / I.V.Dubrovina, A.D.Andreeva, E.E.Danilov and others; Under. ed. I.V. Dubrovina. M., 2011.

“Modernization of the educational process in primary, secondary and high schools: solutions. Recommendations for school experimental work./ed. A. G. Kasprzhak and others - National Foundation for Personnel Training. Institute of New Educational Technologies. – M.: Education, 2004

Davydov V.V. Psychological theory of educational activity and methods of initial teaching based on meaningful generalization. Developmental Learning Library. Issue 6. – Tomsk: “Peleng”, 1992.

Davydov readings in Siberia. Issue 2. School of developmental education (sharing experience). – Tomsk: “Peleng”, 2006.

Kulnevich S.V., Lakotsenina T.P. "Analysis of a modern lesson." Practical guide. - Publishing house "Teacher", Rostov-on-Don, 2003.

Kulnevich S.V., Lakotsenina T.P. Modern lesson. Part 1. Scientific and practical manual. - Publishing house "Teacher", Rostov-on-Don, 2004.

Yakimanskaya I.S. Personality-oriented learning in a modern school - M.: “September”, 1996

Course work

TECHNIQUES OF SELF-CONTROL OF WORK IN MATHEMATICS LESSONS IN THE FORMATION OF REFLECTIVE SKILLS OF PRIMARY SCHOOL STUDENTS

Introduction

An essential aspect of the modern lesson is reflection, and not only the reflection of the teacher, but also the reflection of students.

Reflection on educational activity consists mainly of its control and evaluation. The functions of monitoring and assessing the educational activities of students consist in determining the correctness and completeness of the implementation of the operations included in the actions, and is traditionally performed by the teacher. The teacher is offered to use many pedagogical technologies to organize the sequence of transition of external control into mutual control and then into self-control. But based on the analysis of psychological and pedagogical research, they can (and should) be projected onto the activities of students.

Mastery of a child’s activities occurs only when guided reflection is involved, through which the very patterns of activity—methods of solving problems or reasoning—are highlighted.

The problem that one has to face when introducing elements of reflection into the educational process is that students often do not feel the need to understand their development or growth, do not discover the causes of their problems or results, and find it difficult to say what exactly is happening in their activities. Therefore, it is necessary to begin teaching reflection from early school age, paying special attention to teaching children to be aware of what they are doing and what is happening to them. That’s why I chose this topic and set the goal for successful work:

To get acquainted with self-control techniques in mathematics lessons when developing the reflexive skills of a primary school student.

And the following tasks:

) Clarify the meaning of the concept of “reflexive skills” based on an analysis of psychological and pedagogical literature.

) Get acquainted with the process of developing reflective skills in primary school students.

) Consider the importance of self-control in mathematics lessons in elementary school.

) To study the experience of teachers in developing reflective skills (using the example of teaching self-control) in mathematics lessons in primary school.

1. Analysis of the concept of “reflexive skills”

(based on the methodological manual by T.F. Usheva. Formation and monitoring of students’ reflective skills)

The problem of reflection has been and is being studied quite a lot by science, including psychological and pedagogical science. However, the question of reflexive skills from the point of view of both the theory of psychology and pedagogy, and the practice of education, apparently requires further research and development.

Reflection is understood as an integral mental process, which manifests itself in the ability to reflect on the content of another person’s consciousness and reflect on the content of one’s own consciousness, the course and result of one’s own activities.

Reflexivity is a property of practical thinking. Reflection, according to the author T.F. Usheva, becomes the most important, defining link between conceptual knowledge and a person’s personal experience. For a student, this quality is necessary for applying general knowledge in specific situations of their practical reality. Without reflexive elaboration, the theoretical knowledge that makes up conceptual ideas seems to “scatter” in the mind, and this does not allow them to become a direct guide to action. Reflection in activity is a process of mental - preliminary or retrospective - analysis of any problem, difficulty or success, as a result of which an understanding of the essence of the problem or difficulty arises, and new prospects for resolving them are born.

G.P. Shchedrovitsky identifies the following forms of reflection: collective-cooperative and communicative and individual - personal and intellectual. Based on them, the author T.F. Usheva identified the reflexive skills necessary for every person to implement practical activities:

· cooperative - self-determination in a work situation, the ability to maintain a collective task, the ability to accept responsibility for what is happening in the group, the ability to carry out step-by-step organization of activities, the ability to relate results to the purpose of the activity;

· intellectual - determining the basis of activity, assessing one’s own positions, the ability to predict the subsequent course of actions, the ability to go back and evaluate the correctness of the chosen plan;

· personal - the ability to analyze oneself, adequate self-perception, the ability to identify and analyze the reasons for one’s behavior, as well as its effective parameters and mistakes made;

· communicative - the ability to “take the place of another,” showing empathy, understanding the reasons for the actions of another subject in the process of interaction, analyzing past situations and taking into account the actions of others in one’s behavioral strategies, understanding one’s qualities in the present in comparison with the past and predicting development prospects.

Reflective skills help students understand their uniqueness, individuality and purpose, which are revealed through the analysis of their subject activity. “If the physical senses for a person are the source of his external experience, then reflection is the source of internal experience, a method of self-knowledge, a necessary tool of thinking.”

Thus, the developed reflective skills of students allow them to independently formulate goals and results of further work, adjust their educational path, and this in turn makes them responsible and successful in educational activities.

2. Formation of reflective skills of primary school students

(based on the report by N.S. Muradyan. Formation of reflective skills of elementary school students)

A feature of the new state standards of general education is their focus on universal learning activities, one of which is universal reflexive skills.

Achieving planned results (in particular, the development of reflexive skills) does not happen automatically. A special organization of the educational process, joint learning activities, educational material and learning environment is necessary.

To create conditions for the reflective development of schoolchildren, the teacher must remember the basic and necessary requirements for the process of developing reflective skills:

· reflection is individual, therefore an individual approach to everyone is necessary;

· reflection is dialogical in nature, therefore it is necessary to organize educational dialogue in the learning process;

· reflection is activity-based in essence, therefore it presupposes subjectivity, i.e. activity, responsibility;

· reflection is of different scales, so a change of positions and a different view of one’s activities is necessary. It is necessary to give the child the opportunity not only to learn and be in the position of a student, but also the opportunity to teach another - to be in the position of a teacher.

A skill is a method mastered by students to perform actions based on knowledge.

In elementary school, the following reflexive skills are formed:

· perceive yourself adequately;

· set the goal of the activity;

· determine performance results;

· correlate results with the purpose of the activity;

· identify errors in your own behavior;

· describe the situation you have experienced.

Reflection does not become a psychological new formation spontaneously. First it develops in joint, collectively distributed activity, and then it becomes an internal action of consciousness.

The pedagogical task of developing reflexive skills is to organize conditions that provoke children's action. The teacher must create situations in which there must be:

· inclusion of each student in collective reflection conducted by the teacher;

· independent reflection by each student.

3. Conditions for the successful organization of reflective activity in the classroom in elementary school

reflective self-control elementary school student

Currently, in a modern school, a component of the content of education is subject knowledge, skills, and abilities, identified by field of science. In pedagogy and in the practice of education, the question of the need to shift from the content of general education, understood as knowledge of the content of school subjects and subject skills, to the content of education, which includes: universal methods of mental activity (for example: reflective skills); general communication skills; teamwork skills; knowledge, skills and abilities; socially accepted norms of behavior.

In today's school, when planning lessons, a teacher refers to the syllabus of the relevant subject, which provides a list of topics, their sequence, and approximate study time. The purpose of education is, first of all, for the child to master subject knowledge, skills and abilities. The teaching methodology, the specific content, the structure of the lesson, the content of accounting and control, and the educational and methodological tools used by the teacher are subordinated to this goal.

If the main components of the content of education are supra-subject skills and abilities, the guide to action for the teacher becomes, first of all, a program for the formation of such supra-subject skills, in our case, reflective skills. This program should contain, firstly, some generalized quality of the child in terms of reflexive skills, which must be obtained upon leaving school, and secondly, a list of microskills and the stages of their development.

If we consider the need to develop reflexive skills, then the goals, content and means of a teacher’s activity in the educational process change fundamentally. For a teacher who is faced with the task of developing reflexive skills in a child, the meaning of the educational process radically changes.

When planning lessons, the teacher needs to understand what skills a particular child needs to work on and, accordingly, what communication situations he must go through, how to act in them, and what to learn. The subject content plays a secondary role. This is the material on which the situation of interaction will unfold - indirect, through text, or direct communication with another: teaching, learning, joint study, discussion, etc. Thus, when planning the educational process, the teacher must see the quality of each child in terms of reflexive skills and plan appropriate situations for him, and not the subject content that needs to be mastered.

A student can master the program for developing reflexive skills only by actively acting in a specific situation, and then become aware of his actions. That is, the reflection of each student becomes a necessary component of the educational process and a special means of mastering the program, since only by entering a reflective position can the child realize what he lacks for successful action in the situation, and what he has already learned. This can be and, apparently, should be two types of reflection: situational, organized directly in the educational process, and regular, planned reflection in a permanent group, where educational deficits and the needs of each child are discussed. ?nka and its educational tasks are formalized.

The teacher organizes a reflective situation not only in case of problematization (“dead end”) of the student, but also in case of success. The child, with the help of the teacher, analyzes the actions, techniques, techniques that he used in the situation (success or failure). And together with the teacher, he finds possible actions to get out of the current situation or understand what his qualities and actions allowed him to be successful.

To successfully organize the educational process, a teacher needs to have, first of all, not knowledge on a particular subject, but techniques for organizing understanding and bringing it into a reflective position. In order to see the situation and organize situational reflection, the teacher needs various gaming tools; first of all, he must have techniques for problematization and schematization (of the process, situation, content of the text).

It is obvious that if all the activities of a teacher are aimed at developing reflexive skills in a child, the content and means of control must become fundamentally different.

To organize the educational process, the teacher needs special tools. The place of the class journal and lesson plans should be taken by a board for planning and recording reflective skills, programs for certain types of classes, student work methods, specially designed educational texts, and algorithms.

Thus, in order to develop students’ reflective skills it is necessary:

1. Make reflection one of the components of educational content.

2. Provide opportunities for students to actively act in each specific situation and then become aware of their actions.

3. The teacher must own the techniques of organizing understanding and bringing it into a reflective position.

4. Constantly use special tools to organize the educational process.

. The importance of teaching self-control to students in elementary school

(based on D.N. Volyavko. Self-control is the most important component of productive educational activity)

In modern didactics, special attention is paid to the developmental function of teaching, which contributes to the development of the student’s personality and ensures the development of his abilities, as well as independence. The development of an individual’s inclinations and abilities in different areas largely depends on the ability for introspection, self-control, and self-assessment of one’s capabilities.

Self-control as an integrative educational and activity skill, the essence of which is to determine the purpose of the activity being performed, compare the results of one’s educational activities with a given sample, detect one’s own mistakes and incorrect actions and timely correct them.

Self-control is one of the most important components of educational activity, but even with the appropriate prerequisites, educational activity does not arise immediately in the child. A child who has just arrived at school, although he begins to learn under the guidance of a teacher, does not yet know how to learn; his educational activity is formed in the process of learning under the guidance of a teacher. The formation of educational activities is the most important task of school education, a task no less important than the acquisition of knowledge, skills and abilities.

An analysis of psychological and pedagogical literature showed that there are two reasons for the insufficient development of self-control in younger schoolchildren:

1) the impulsiveness of the child’s character, due to the dynamic properties of the nervous system;

) lack of development of techniques and methods of organizing activities, lack of adequate pedagogical conditions in the family and school, insufficiently qualified individual approach.

In accordance with this, the work of the teacher is carried out in two main directions.

The first direction is related to the prevention of external causes of insufficient development of self-control. General methods contribute to the successful formation of self-control

· creating a favorable psychological climate in the classroom,

· reduction of emotional and psychological overloads of children,

and special

· mastering the basics of organizing the activities of teachers and students in the classroom,

· stimulating the development of the capabilities of younger schoolchildren;

· work in conditions of positive cognitive conflict;

· turning to dialogic forms of interaction;

· coordination of expectations from the child from the family and school.

The second direction is associated with preventing the occurrence of internal causes of problems in the development of self-control. Among the subjective conditions and preventive measures, we note the actualization of the needs of younger schoolchildren in cognition, encouraging manifestations of self-control; planning situations that stimulate the development of self-control; a variety of intellectual and practical activities to identify the importance of self-control in educational activities.

The process of developing self-control in educational activities among younger schoolchildren includes three stages:

a) arousing in students the need to develop self-control skills;

b) teaching schoolchildren a system of knowledge that reveals
the essence of self-control, ways of its formation; c) carrying out long-term training activities for
developing self-control skills. Forming the ability of self-control in younger schoolchildren is of great personal significance because:

schoolchildren's mastery of general self-control actions promotes awareness of the procedural side of educational activity, which contributes to the activation of their educational and cognitive activity;

mastering these actions allows students to properly organize their learning activities and consciously carry out corrections of all components of its actions;

mastering control actions contributes to the formation of such personal qualities as initiative, independence, responsibility, etc.

The characteristics of self-control may be different for different students, and these differences may manifest themselves in the degree of automation of its course.

· whether it represents a detailed independent action or is included in the process of performing educational actions;

in its direction

· the process of performing actions or only their results is controlled,

in the criteria on the basis of which control is based

· materialized or ideally presented sample diagram,

during its implementation

· after the action, during the action and before it begins, etc.

These and other characteristics of control constitute the subject of its diagnostics.

5. Teachers’ experience in developing self-control in the classroom activities of junior schoolchildren

(based on the article by Tukhman I.V. Development of self-control in the educational activities of junior schoolchildren)

A. "Colored Amendments"

To initiate schoolchildren’s need for SC, to understand its role throughout the entire period of study, we used the techniques “on our own initiative” and “multi-colored amendments” (A.K. Markova, T.A. Matis, A.B. Orlov). The essence of the latter is that after completing the work, students are asked to hand over their notebooks for checking. Notebooks are collected and reviewed, but not graded. After some time, the teacher suggests taking the notebooks and making corrections with a pencil of a different color. The works are then collected and analyzed again. Based on the data obtained, conclusions can be drawn about the existence of a need for SC.

In grade I, children were given three attempts to make multi-colored corrections, in grade II - two, in grades III and IV the student could make corrections once. Experience has shown that the quality and quantity of amendments made make it possible to approximately determine the level of development of the insurance system.

Creating conditions for children to accumulate control experience, we used a set of successively more complex tasks that stimulated the development of final, operational, and predictive SC.

So, in first grade, children learn:

compare the result of your activities with the model specified in material form;

reproduce the composition of control actions and operations specified by the teacher;

carry out actions according to detailed instructions;

carry out self-test according to a plan that includes 1-2 points;

use model diagrams compiled by the teacher for SC.

In grade II, students are offered:

compare the intermediate result with the standard;

list the sequence of actions and control operations;

correct memos;

carry out actions according to instructions in which some links are missing;

carry out self-test according to a plan that includes 3-4 points;

participate in collectively distributed activities to draw up diagrams, algorithms, rules and definitions.

In grade III, students train in:

comparing the result of an activity with a sample specified through a system of conditions;

drawing up test tasks for self-control;

collective compilation of algorithms;

performing actions according to instructions with restrictions;

self-test according to the plan with missing links;

drawing up a model of significant conditions for activity under the guidance of a teacher.

In fourth grade, schoolchildren practice:

comparing the result of activity with a sample based on independently predicted conditions of effectiveness;

determining the composition of actions and operations of upcoming activities with an analysis of subjective difficulties;

performing actions according to general instructions;

self-test according to the plan with missing (underdetermined) links;

independently adjusting the inspection plan;

purposeful development of a general method of monitoring all such tasks under the guidance of a teacher.

This gradual complication of tasks from grades I to IV, the possibility of repeated exercises throughout the year on different subject material (Russian language, mathematics, labor, art, natural history) contribute to the clear development of each action of the SC.

The basis that allows you to combine disparate actions into a single skill of self-control are graphic figurative reminders - “pyramids of self-control” (in grade I, children work with the pyramid of final self-control, in grade II - with the pyramid of operational self-control, in grade III - with the pyramid of predictive self-control, in IV class - with a generalized pyramid). These memos illustrate the general structure of self-regulation: setting a goal - creating a model of significant conditions - thinking through a program of action - clarifying criteria for assessing success - assessing performance results in accordance with the criteria - making corrections if necessary.

Due to the fact that the structure of the control act is clearly fixed, the memo diagrams are convenient for use and memorization, students quickly absorb their content and successfully use it for self-control in different lessons.

Let’s illustrate the reasoning of children in a Russian language lesson when performing a calligraphy exercise: “I will check how I wrote in order to be praised. I remember that the letters should have the same slope, the same height, and the same distance between the letters. Now I will put the palm of my left hand on the letters and find out if the slope is the same... Yes! Now I’ll put a ruler to the top of the letters and find out if the height is the same... (Children from the first grade write in their notebooks using a wide ruler.) Some letters are slightly different, and the letter “c” is very small. Maybe I was too hasty? Next time I’ll be more careful.” (Sasha S., 1st grade.)

Having systematized the data obtained during seven years of work, 5 levels of self-control development were identified and described. This information made it possible to objectively assess the effectiveness of the work carried out aimed at developing self-control in the educational activities of primary schoolchildren.

In order to analyze the conditions for the development of self-control in the educational activities of junior schoolchildren, we have compiled the following “Scheme for monitoring the activities of the teacher and students in the lesson”: Psychological goal setting.

Tasks for the development of the final SC.

Tasks of development of operational SC.

Problems of forming a predictive CS.

Taking into account goals (tasks) when formulating an educational task. Organization of cognitive activity.

Formation of the need for SC.

Students' ability to generate different levels of meaning.

Determination of measures to ensure the conditions for the formation of the insurance system:

a) planning the conditions for the manifestation of SC;

b) the use of various methods and means for updating previously mastered

SK skills.

Organization of activities in the process of learning new material:

a) the ratio of external control and insurance company;

b) reliance on the psychological patterns of formation of the SC (creation of a model of significant conditions; criteria for assessing success; availability of a standard; ways of making adjustments);

c) taking into account typical errors, forming a predictive CS.

Features of the organization of consolidation of work results: learning to transfer previously learned methods of self-control.. Organization of students.

Manifestation of internal differentiation in the implementation of QC and mutual control.

Availability of opportunities for mutual control. Taking into account age capabilities.

Availability of an algorithm for a step-by-step procedure (memos).

Possibility of comparison with a model given in material form or through a system of conditions. Lesson style.

Organization of educational cooperation.

Adequacy of relationships, pedagogical tact in the implementation of external control.

Optimal use of time for students to implement SC.

Teachers’ work with the “Observation Scheme...” creates conditions for the development of their professional reflection.

For the same purpose, a program for improving the psychological and pedagogical competence of teachers “Keys to Self-Control” has been developed and certified, including the development of a set of constructive, operational and content skills.

The work of the problem group, consultations and seminars on the development of SC in the educational activities of junior schoolchildren arouse steady interest among teachers.

Primary school students who were trained in self-control techniques using pyramid schemes showed a high level of socio-psychological adaptation, activity self-organization and regulation in the fifth grade (compared to control classes).

According to the results of the study, it was revealed that 92% of children, studying in high school, continue to use the SC algorithm specified by “pyramids”.

B. "Rulers"

(based on the article “Tell about yourself without using a single word”, author Anastasia Gorelova)

There is a strong need to record children's findings during frontal work and group work in order to note the meaningfulness of everyone's efforts. At the same time, it is impossible to overwhelm students with A's or praises, and we have to somehow solve the problem of multifactor assessment.

I liked the “Ruler” assessment technology, which is described in the psychological literature and which is used by many teachers. And most importantly, “Rulers” accustom the child to the internal “kitchen” of assessment and teach self-esteem.

So, each student is given a piece of paper with vertically arranged rulers. For ease of determining the level, all rulers are 100 mm long. Each line is labeled at the top and bottom. It is not difficult to understand how these rulers are arranged: at the top is the highest degree of a certain quality, at the bottom is the lowest, and you need to put a cross at the height at which you evaluate this quality in yourself. How many lines should there be? 15-20 is the optimal number of questions to cover any content; I usually set it to 16.

In the titles of the lines, you can use the names of skills that were mastered in lessons on the topic (it won’t work in every lesson, because this work takes at least 15 minutes in class). And here a lot of interesting things open up for the teacher.

It turns out, firstly, that if you have identified at least 10 such parameters for yourself in advance, on the eve of studying a topic, six more will definitely be “selected” along the way, in the process. Secondly.

During lessons, you involuntarily “let the children know” more clearly where you are leading them. Thirdly, when looking through the diagnostic sheets, you compare the student’s self-assessment and your assessment of the same thing, not to establish discrepancies, although, as a rule, the student treats himself much more strictly than I treat him, but in order to make sure that the process of assimilation The curriculum is carried out consciously, in a favorable environment and there are no alarm signals.

And they do exist. The child puts crosses at the very bottom. I didn’t understand, I couldn’t, I didn’t understand. It is sometimes simply impossible to say this during or after a lesson to a teacher who is in constant bustle among children. Another thing is to put an icon on the magic ruler, knowing that the teacher will look at the sheets in a calm environment. It is even more acceptable if help actually comes as a result.

Finally, how can we not talk about the “long-lasting” effect of rulers. It is much easier to carry out delayed control if folders with results on topics are always at hand. For example, I always conduct a review at the end of a quarter or at the end of a year based on comparison with previous results, and this must be seen: how important and serious the children consider self-diagnosis. And they always smile at their badges.

IN. Self-control cards

At an open lesson at the Yaninskaya secondary school (see the lesson notes in the appendix), I saw self-control cards developed by primary school teacher Galina Irineevna Mareeva (Yaninskaya secondary school, Vsevolozhsk district).

Self-report on work in the lesson.

F.I. _______________________________________________

Mental calculations

place brackets independently with help did not complete arrange signs independently with help did not complete table for 2 and 3 independently with help did not complete

Independent work

.… option

Task No. 2, I column + or -Task No. 2, II column + or -112233 Solution to problem No. 5 (1) answers + or -1. I solved the first problem2. Compiled and solved one inverse3. Compiled and solved two inverses4. Solved problem No. 5 (2) Geometric problem. answers + or -1. Solved problem 2. I decided in two ways.

Result: count the number of “+”

During an open lesson, the teacher used all four cards because... shared her work experience with teachers. When analyzing the lesson, she said that she usually uses one card per lesson, depending on the purpose of the lesson.

Conclusion

Reflexive skills necessary for every person to implement practical activities:

Reflective skills help students understand their uniqueness, individuality and purpose, which are revealed through the analysis of their subject activity.

To create conditions for the reflective development of schoolchildren, the teacher must remember the basic and necessary requirements for the process of forming reflexive skills.

The content of the teacher’s activity in the educational process also changes fundamentally. The teacher does not so much explain the subject material as launch certain processes in the educational group, creating ?t and monitors situations of interaction between students, plans with each student his activities in the educational process, organizes communication, and is the organizer of situational and planned (regular) reflection.

Mastering the skill of self-control provides comfort in learning, relieves stress and allows schoolchildren to study with interest and great desire, and also gives students a real “tool” with which they can manage the process of their learning at subsequent stages.

The experience of teachers who use a variety of techniques for teaching self-control proves the need for further study and implementation of reflective activity in the teaching process of younger schoolchildren.

Bibliography

1.Gorelova A. Tell us about yourself without using a single word // First of September. - 2012. - No. 5-S. 34

.Episheva O.B. Technology of teaching mathematics based on the activity approach: Book. For the teacher. - M.: Education, 2003. - P. 233

.Ermolaeva M.G. Modern lesson: analysis, trends, opportunities: Educational manual. - St. Petersburg: KARO, 2011. - P. 160

.Zelenskaya S.N. Open lessons: General repetition. - Volgograd: Teacher, 2003 - P. 71

.Illarionova, T.F. Development of reflection of students of a pedagogical university // Psychology of education: regional experience: Materials of the second scientific and practical conference. - Moscow, 2005.-S. 142-143.

.Illarionova T.F. Formation of reflection of future teachers // Scientific and methodological journal “Collective way of teaching”. - 2005. - No. 8.-S. 70-80.

.Kraevsky V.V., Khutorskoy A.V. Subject and general subject in educational standards // Pedagogy. - 2003. - No. 2. - P. 3-10.

.Tubelsky, A.N. Why and how we teach: necessary

we can change the content of general education // School technologies. - 2001. - No. 5. - pp. 123-136.

.Tukhman I.V. Development of self-control in the educational activities of junior schoolchildren // Primary school. - 2004. - No. 2. - P. 20-24.

.Usheva T.F. Formation and monitoring of students’ reflective skills: Methodological manual. - Krasnoyarsk, 2007 - P. 88

11.Shapovalenko I.V. Age-related psychology. - M.: Gardariki, 2004. - P. 349

12.Yakovleva N.P. Formation of control and evaluation actions

junior schoolchildren // Primary school. -2006. No. 7. - pp. 22-23

13.Muradyan N.S. Formation of reflective skills of elementary school students www.sochi-schools.ru/57/im/d_98.docx

.Volyavko D.N. Self-control is the most important component of productive educational activity, 2004. http://www.rusnauka.com/8_NND_2010/Pedagogica/60509.doc.htm

Tags: Methods of self-monitoring of work in mathematics lessons in the formation of reflexive skills of primary school students Submit your application indicating the topic right now to find out about the possibility of receiving a consultation.

"Effective techniques
reflective activity
junior schoolchildren"

Developed by: Sirazetdinova L.Z.,
primary school teacher
MBOU Secondary School No. 3 village. Serafimovsky
municipal district Tuymazinsky district
Republic of Bashkortostan

2013

Effective techniques for reflective activity
junior schoolchildren

Modernization of education is a formulated social order for education. The country needs an education that would provide Russia with forward movement, economic and social development. This means that a person who has passed through educational institutions should become a source, the main resource for the country’s development. A person is considered as a subject of social development, an integral personality. The priority goal of the modern educational concept has become the development of an individual ready for self-education, self-education and self-development. In this regard, one of the tasks of primary school is to develop in the child the ability to reflexively control his activities as a source of motive and ability to learn, cognitive interests and readiness for learning at the basic level.
In the 2nd generation Federal State Educational Standard, special attention is paid to the following points.
1st level school graduate...
is able to accept and maintain the goals and objectives of educational activities, seek and find means of its implementation;
ready to listen to the interlocutor and conduct a dialogue; ready to recognize the possibility of the existence of different points of view and the right of everyone to have their own;
I am ready to kindly express and competently argue my opinion, my point of view, and evaluate events.
The problem of modeling the system of reflective activity of students is one of the most pressing in modern conditions, since the child’s semantic orientation becomes the source and incentive for personal development. In other words, if the student accepts and understands the meaning of the act or action that he must perform, then he will perform it.
In the works of many domestic authors (V.V. Davydov, G.A. Tsukerman, A.V. Zakharov, M.E. Botsmanov, P.V. Novikov, L.I. Aidarova, etc.) reflection is considered as a new formation primary school age. At the same time, it is studied, on the one hand, as a component of theoretical thinking, and on the other hand, as a result and indicator of the formed educational activity. The theoretical foundations and organizational and methodological conditions for the development of reflection in younger schoolchildren in the process of constructing joint educational activities were studied in the works of N.I. Polivanova, M.A. Semenova.
The conditions for the reflexive development of a junior schoolchild (according to V.I. Slobodchikov, G.A. Tsukerman) are:
the projected norm, the result of primary education, is a child teaching himself with the help of an adult, a student. A student (as opposed to a student) is able, when faced with a problem, to answer two questions: “Can I or can’t solve this problem?”, “What do I need to solve it?” Having determined what exactly he does not know, a 9-10 year old student is able to turn to the teacher not with the complaint “I can’t do it,” but with a specific request for very specific information or a method of action. At the same time, the central psychological mechanism of such student behavior, according to the authors, is determining reflection as the individual ability to set the boundaries of one’s own capabilities, to know what I know, can do and what I don’t know. The main form of relationship is the child’s relationship with himself, the attitude: “I am inept, ignorant - I am skillful, knowledgeable.” Educational activities that lead to the building of such relationships ensure self-determination and self-change of the child.
What is reflection?
The word reflection comes from the Latin reflexio - turning back.
The Dictionary of Foreign Words defines reflection as thinking about one’s internal state, self-knowledge.
The explanatory dictionary of the Russian language interprets reflection as introspection.
In modern pedagogy, reflection is understood as self-analysis of activities and their results.
Reflection is aimed at understanding the path traveled, at collecting into a common treasury what was noticed, thought out, and understood by everyone. Its goal is not just to leave the lesson with a fixed result, but to build a chain of meaning, to compare the methods and methods used by others with their own.
It is reflection that helps the student develop the desire and ability to learn, and detect ignorance in his knowledge. Reflection is a unique indicator of the student’s activity as a subject of educational activity. Reflection and the ability to learn, formed in primary school, are the basis for the formation of the student’s zone of proximal self-development in adolescence and early adolescence.

Teaching reflection can be divided into the following stages:
Stage 1 - analysis of your mood, analysis of your successes
Stage 2 - analysis of classmates’ work
Stage 3 - analysis of the work of the group, both your own and others.

When choosing one type of reflection or another, you should consider:
⦁ purpose of the lesson;
⦁ content and difficulties of educational material;
⦁ type of activity;
⦁ ways and methods of teaching;
⦁ age and psychological characteristics of students.

Based on the functions of reflection, the following classification is proposed:
- reflection of mood and emotional state;
- reflection of activity;
- reflection on the content of educational material;
- reflection as a way of feedback.

Classification Techniques Expected result
Reflection of mood and emotional state Techniques:
color painting,
bouquet of mood,
tree of feelings,
artistic images,
painting,
musical fragment,
emotional condition,
body mood,
cards with a face,
showing thumbs up or down,
gnomes,
mood pendulum. Creating a favorable microclimate in the classroom, reducing the level of psychological and physiological health problems among students through the implementation of health-saving technology.
Reflection on activity Techniques:
ladder of success,
decorate the Christmas tree
achievement tree,
Sun. Increased learning motivation and development of the ability to determine the degree of goal achievement. Students reach a higher level of understanding of the methods and techniques of their work, and demonstrate the ability to work in different modes (individual, collective, group).
Reflection on the content of educational material
Techniques:
unfinished sentence, (I didn’t know... - now I know...).
choice of aphorism,
point of view,
achieving the goal,
goal tree,
attitude to the problem,
inference,
cluster,
cinquain,
work with text,
working with a film fragment.
Increased level of awareness of the content of the material covered.
Development of students’ speech (speech becomes more vivid, expressive, imaginative, rich).
Students reflect, are not afraid to express their attitude to a problem, set goals themselves, and comprehend what they have understood and learned.
Information can be conveyed in a more condensed form, revealing the main thing. They can reflect in writing, expressing their thoughts in more detail.
Formation and development of new ways of self-expression for students.
Increasing motivation to study and gain new knowledge.
Increased activity of each student.

Reflection as a way of feedback Techniques:
tests,
essays,
poems,
essay,
thinking about questions
drawing up a table,
ellipses,
open ending. Stimulating the speech and thinking activity of students.
Opportunity for students to take a new look at a problem.
Formation and ability to put forward one’s assumptions and hypotheses about the development of events.
Developing students' hypothetical thinking.

Techniques of reflective activity

The choice of techniques depends on the specific purpose of the reflection being carried out.

"Ban"
This technique is used when students reduce their thoughts about themselves and current events to the phrases: “I can’t...”, “I don’t know how...”, “I won’t be able to...”. Students are prohibited from saying “I don’t...”, but are asked to express the same thought in other words: what is needed to make it happen; what funds would be necessary to have for...; what skills do I need for this; what additional information do I need for this, etc.
In the implementation of this technique, the student’s passive behavior is transformed into directed, positive reflection on his experience.

"Goal Tree"
To stimulate motivation. There is a tree depicted on a sheet of Whatman paper. Each student attaches a green piece of paper. On one side, students write their personal goal - so that he wants to learn, understand, what information to obtain on this topic. At the end of the topic, each student writes on his piece of paper whether he achieved the goal partially or completely

"Opinion"
When teaching students to evaluate the oral responses of classmates, already in the first grade they are asked to express their opinion about a poem recited by heart or a passage read by heart according to the following criteria:
1. Loud - quiet.
2. With hesitations - without hesitations.
3. Expressive - no.
4. Liked it - no.
At the same time, first of all, positive aspects in the student’s answer are noted, and children speak about shortcomings from the perspective of wishes. It should be noted that as a result of organizing such activities, students learn to listen carefully to the speaker and objectively evaluate their classmate’s answer. Children often accompany their excellent recitation of poems by heart with applause, which creates a friendly, friendly atmosphere in the team.

"Sun"
A circle from the sun is attached to the board, and children are given rays of yellow and blue colors. The rays need to be attached to the sun: yellow - I really liked the lesson, we received a lot of interesting information; blue - the activity was not interesting, there was no useful information.

"Apple tree"
An apple tree is drawn on the board. Children are given drawn apples of two colors - red and green. They glue apples onto an apple tree: green - I think I did everything well, I’m in a good mood; red - I didn’t cope with the task, I’m in a sad mood.

"Target"

"Peak of Understanding"
The mood is depicted as a step. The first one is an extremely bad mood. The second is bad. The third is good. Fourth - confident in your strength. Fifth – excellent. At the end of the lesson, the day, the student puts himself on the level of what his mood is.

"Stars"
On the symbols in the form of “stars”, students write down their personal achievements in a lesson, for a week, a quarter, etc. and attach them to a diary, on a stand, on a board, etc.

"Basket of Ideas"
Students write down their opinions about the lesson on pieces of paper, all the pieces of paper are placed in a basket (box, bag), then the teacher selectively reads out the opinions and discusses the answers. Students express their opinions on pieces of paper anonymously.

"Smile"
Reflection of emotional state can be used at various stages of the lesson. Students draw “smileys” on tablets or sheets of paper that match their mood or choose from the available ones.

"Traffic light"
At the beginning of the lesson, students choose one of the colors: red, yellow or green. After a lesson or completed work, the children must express their opinion on the issue of color. Red – no (didn’t like it, mistakes), yellow – not really (doubts, difficulties) and green – yes (liked it, it worked out).

"Pyaterochka - 1"
Students are asked to trace their hand on a piece of paper.
Each finger is some kind of position on which you need to express your opinion.
The thumb is important and interesting for me;
Index finger - it was difficult for me (I didn’t like it);
Medium – wasn’t enough for me;
The ring finger is my mood;
Pinky - my suggestions.

"Pyaterochka - 2"
In order for students to evaluate their activity and the quality of their work during the lesson, I suggest that the children conditionally mark their answers on a piece of paper:
“V” - answered at the request of the teacher, but the answer is not correct
“W” - answered at the request of the teacher, the answer is correct
"| " - answered on his own initiative, but the answer is not correct
“+” - answered on his own initiative, the answer is correct
“0” - did not answer.
By discussing the results of their observations at the end of the lesson, students will be able to objectively assess their activity and quality of work.

"Elephant"
Students are given a piece of paper to draw an elephant. The leaves are collected by the teacher for further analysis of the student’s work in the lesson. Students are then verbally given characteristics of the elements.
Ears - means a person listens carefully, perceives more by ear;
eyes - looks carefully, perceives more visually;
trunk - the knowledge you acquire;
the head is thought processes;
look at the relationship between the head and the body: a large head - the author of the drawing uses his head more;
thin legs - uncertainty.

"In the bag"
Students pass the hat to each other, when the music or counting ends, the one who still has the hat in his hands analyzes his work in the lesson or gives a grade to those working at the board and justifies it.

“Plus – minus – interesting”
In the “+” column, all facts that caused positive emotions are written down. In the “–” column, students write down everything that is missing or remains unclear. In the “interesting” (?) column, students write down everything they would like to know more about, what interests them.

"Sinquain"
This is a method of creative reflection that allows you to evaluate the studied concept, process or phenomenon in an artistic form. In this case, information is not only more actively perceived, but also systematized and evaluated. The word comes from the French "5". This is a poem of 5 lines, which is built according to the rules:
Line 1 – topic or subject (one noun);
Line 2 – description of the item (two adjectives);
Line 3 – description of the action (three verbs);
Line 4 – a phrase expressing an attitude towards the subject;
Line 5 – a synonym that generalizes or expands the meaning of a topic or subject (one word).

"Lesson summary"
What impressed you the most?
Will the knowledge acquired in this lesson be useful to you in later life?
What new did you learn in the lesson?
Think about what you need to change to work better?
* What am I doing?
* why am I doing this?
* how do I do?
* what new did I learn?
* how did I find out?
* what have I learned?

"Expert Commission"
At the beginning of the lesson, experts are selected (students who did an excellent job on the test). They record the students’ activities (row, option) throughout the lesson. At the end of the lesson, experts analyze the activities of their students, indicate successes and mistakes, and give them grades.

"10 points"
Rate the work in class on a 10-point scale from the position of:
"I" 0________10
"We" 0________10
"Business" 0________10

"Essay. Tomorrow is a test"
Accepting essays before a test or independent work, in order to identify students’ readiness, gaps in knowledge, and their experiences. For an essay, you can prepare questions in advance.

"Pantomime"
Students must use pantomime to show the results of their work. For example, hands up - happy, head down - not happy, covering your face with your hands - indifferent.

"Written Interview"
A variant of group written reflection in the form of questions and answers from group members. This method allows you to conduct written reflection in a fairly short period of time for the purpose of mutual exchange of opinions.

"Compliment"
In order to end the lesson on a positive note, you can use one of the options for the “Compliment” exercise (Compliment-praise, Compliment on business qualities, Compliment on feelings), in which students evaluate each other’s contribution to the lesson and thank each other and the teacher for the lesson. This option for ending the lesson makes it possible to satisfy the need for recognition of the personal significance of everyone.

"Clusters"
Isolation of semantic units of text and graphic design. We draw a model of the solar system: a star, planets and their satellites. In the center there is a star - this is our lesson, around it there are planets - parts of the lesson or task, we connect them with a straight line to the star, each planet has its own satellites - the results of the work. Based on the finished cluster, you can see the whole picture of the lesson and draw appropriate conclusions. The star can be a topic, student work in groups, a test, or a teacher in a lesson. The results can be assessments, suggestions, difficulties, successes.

"Bouquet of Mood"
At the beginning of the lesson, the children are given paper flowers: blue and red. At the end of the lesson, the teacher says: “If you liked the lesson and learned something new, then attach a red flower to the vase, and if you didn’t like it, then a blue one.”
You can offer children a wider range of colors: red, yellow, blue. At the end of the lesson, collect the flowers in a basket or vase.

“Reflection of one of the group members”
One student analyzes his work and the work of the group. This way of organizing reflection forces other participants to simultaneously draw the boundaries of their ideas. As soon as someone says: “I did this because I thought that...” - at that moment other participants in the reflection will be able to begin to look at themselves and think: “Do I think the same or differently?”

"Brainstorm"
Selecting actions to achieve the task goal. Discussion of results and achievements in joint work. Identifying the causes of failures at work and ways to overcome them.

"Round table"
Joint discussion of all group work. Conclusions and offers.

"Creative report"
Reflection is carried out in an unusual form (in the form of a game, exhibition, drawings). One group member or several guys prepare a creative report.

“Reflection of yourself in the project”
This is done using a table and symbols. (The guys evaluate their work from the perspective of I. We, Business. Based on the results of working on the project, the children evaluate: I - how did I work, was I active? (good, average, bad). What contribution did I make to the work on the project? We - how effectively were we able work together, what was achieved in the joint discussion? Did you learn more?
- awareness of one’s own deficits and possible ways to overcome them.

"Hot Chair"
Students in a circle (in a chain) answer questions, passing an object from hand to hand. Questions could be:
-What new did you learn?
-What knowledge do you already have that you need when working?
-What knowledge and skills acquired in the lesson will you need in the future?
-Where during your work did you feel successful and did everything work out well for you?
-What were you thinking about while working?
-What forms of work did you use (read, looked for additional information, wrote down, discussed, contributed an idea, etc.)?
-What did you like most about your work?
This set of questions can be changed depending on the characteristics of the group. Students may also express a different point of view regarding the work on the assignment that is not reflected in the questions.

Emotional and artistic reflection
Students are offered two paintings of a landscape. One picture is imbued with a sad, melancholy mood, the other – with a joyful, cheerful one. Students choose the picture that matches their mood.

Students listen to fragments from two musical works (it is advisable to indicate the composer of the work). There is alarming music and calm, enthusiastic music. Students choose a piece of music that matches their mood.

"What are you feeling now?"
Students in grades 3 and 4 can evaluate not only their mood, but also their emotional state. And the questions “How are you feeling now? What emotions are you experiencing? They quickly become familiar and do not surprise the children. To help students make their statements, we offer a supporting outline, which also helps expand their vocabulary.

"Reflective screen"
Usually at the end of the lesson there is a summary, a discussion of what we learned and how we worked - i.e. everyone evaluates their contribution to achieving the goals set at the beginning of the lesson, their activity, the effectiveness of the class, the fascination and usefulness of the chosen forms of work. The guys in a circle speak in one sentence, choosing the beginning of a phrase from the reflective screen on the board:
1. today I found out...
2. it was interesting...
3. it was difficult...
4. I completed tasks...
5. I realized that...
6. now I can...
7. I felt that...
8. I purchased...
9. I learned...
10. I did it...
11. I was able...
12. I'll try...
13. I was surprised...
14. gave me a lesson for life...
15. I wanted...

"Islands"
The guys choose which of the proposed islands they are on at the end of the lesson: the island of Satisfaction, the island of Sadness, the island of Knowledge, the island of Joy.

"Restaurant"
Allows you to receive feedback from students on the past lesson.
Use a large format sheet, felt-tip pens, tape, colored cards
The teacher asks the students to imagine that they spent today in a restaurant and now the restaurant director asks them to answer several questions:
- I would eat more of this...
- Most of all I liked…
- I almost digested...
- I overate...
- Please add…
Participants write their answers on cards and stick them on a flip chart sheet, commenting.

"Heems"
Allows you to receive feedback from students from the last lesson on the following questions:
Fine…
Interesting…
It got in the way...
I'll take it with me...
Each participant must answer questions frankly, including questions about their well-being, which also affects the productivity of work in the lesson.

"Cleaning the house"
Receiving feedback from students on the past lesson, each participant determining what was useful and what was not useful.
Three large format sheets of drawings and felt-tip pens are used.
Three large sheets are attached to the wall. The first one shows a suitcase, the second one shows a trash can, the third one shows a meat grinder. Each participant receives three colored pieces of paper.
On the “suitcase” the participant writes what he took away from the lesson or seminar, will take with him and will actively use.
On the second sheet is what turned out to be useless, unnecessary and what can be sent to the trash.
On the third sheet is what turned out to be interesting, but is not yet ready for use, what still needs to be thought out and finalized.

Reflection "Thank you..."
At the end of the lesson, the teacher invites each student to choose only one of the children to whom they would like to say thank you for their cooperation and explain how exactly this cooperation was manifested. Teachers should be excluded from those selected. The teacher’s word of thanks is final. At the same time, he chooses those who received the least number of compliments, trying to find convincing words of gratitude to this participant in the events.

"Phrases"
The lesson is useful, everything is clear.
There's just one thing that's a little unclear.
You still have to work hard.
Yes, it’s still difficult to study!
Children come up and put a sign next to the words that suit them best at the end of the lesson.

"Glade"
On the board there is a clearing of flowers, above each flower there is a stage of the lesson (working with text, phonetic exercises, etc.). There is a butterfly in front of every child. You invite the children to attach their butterfly to the flower which activity they liked best.

"Questionnaire-1"
It is proposed to fill in based on the results of completing a specific task, for example, a test.
I liked (didn’t like) doing this work because ___________________________________________________
What I found most difficult was ________________________________________________________________
I think it's because ____________________________________________________________
The most interesting thing was ________________________________________________________________
If I were to do this job again, I would do the following: ____________________________________________________________
If I were to do this job again, I would do the following differently: ____________________________________________________________
I would like to ask my teacher ________________________________________________________________

"Cooperation"
Read the statements below carefully and mark the extent to which you agree with the statement with a V.

Statement	Absolutely agree	Agree	Partially agree	I don't agree
I fully participate in all group tasks
I listen carefully to what my group members say
If I don't agree with something, I don't argue, but offer another solution.
I help group members when they need me
I respect the opinions of group members, even if I disagree with them
When we encounter problems, I try to find a way out rather than suggesting we stop working.
I try to listen first to what the group member has to offer, rather than looking for errors in his or her statement.

"Palette"

Palette	Fill each field with the color of the palette, corresponding to the response value
Level achievements result	Skill plan work	Decision making skills	Ability to work in a group, readiness for cooperation	Ability to apply acquired knowledge, responsibility for the final result
I can
I can hardly
I don't know how, but I would like to learn

“Today’s lesson for me...”
Students are given an individual card in which they need to highlight phrases that characterize the student’s work in the lesson in three areas.

"Questionnaire-2"

I worked in class active / passive
Through my work in class I satisfied/dissatisfied
The lesson seemed to me short / long
For the lesson I don't tired / tired
My mood it got better/it got worse
I had the lesson material clear / not clearuseful/useless
Homework seems to me easy / difficult interesting / not interesting

A school lesson is a part of a child’s life and, at the same time, it is a life lesson for him. This is life itself, full of problems and the joy of discovery. He learns to comprehend the surrounding reality, to love the world and the people in it, to evaluate his thoughts and actions from the perspective of the requirements of modern society, to form responsibility for himself, his present and future life.
A modern lesson under the conditions of the Federal State Educational Standard opens up for the teacher a wide opportunity for a child to experience happiness in life at all levels.
Everything that is done in the lesson on organizing reflective activity is not an end in itself, but preparation for the development of very important qualities of a modern personality: independence, enterprise and competitiveness.
However, the process of developing reflective abilities will be successful if the formation and development of students’ reflective activity is carried out systematically.
Any person is happy to do what he is good at. But any activity begins with overcoming difficulties. For reflective people, the path from the first difficulties to the first successes is much shorter.
There is no limit to perfection in our profession. What seemed only possible yesterday looks outdated today. New ideas and a desire to change something appear. And any creative teacher is in constant search.

Let's return to reflective questions and ask ourselves:
- What am I doing?
- For what purpose?
- What are the results of my activities?
- How did I achieve this?
- Can it be done better?
- What will I do next?
As long as a teacher asks himself these questions, he develops. As soon as he begins to be satisfied with what he has achieved, his professional growth stops. Of course, reflection is a prerequisite for self-development not only of the student, but also of the teacher.

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