System-activity approach as the basis of GEF DOW. System-activity approach in teaching

The system-activity approach, as the foundation of GEF,is aimed at the formation in children of those qualities that they will need not only in the process of obtaining an education, but also in life. The teacher, guided by the main principles of the method, teaches the pupils to be included in the independent search for knowledge and information, the result of which is the discovery of new knowledge and the acquisition of some useful skills. And this is exactly what children need at the initial stage of education.

Basic Provisions

The system-activity approach, as the foundation of GEF, is based on a number of didactic principles. Each of which is taken into account in the formation and planning of educational activities by the teacher.

The basis of the integrity principle. Thanks to him, the pupils have the right idea about the world. They learn to perceive it as a system.

Following is the principle of variability. Its observance implies regular giving pupils the opportunity to choose their activities. It is very important. After all, in such situations, children acquire the skill of implementing conscious choice.

The principle of activity is also important. It implies the active inclusion of the child in the educational process. Children should learn not only to listen to information and to receive ready-made material, but also to extract it independently.

The Psychological Aspect

In addition to the above, the principle of creativity is also observed, aimed at developing the various abilities of pupils.

Still considered psychological comfort,reminding of the importance of building children's activities according to their interests. The minimax principle is also important. It consists in the obligatory registration of the individual characteristics of each child in the process of education. All children develop at different rates, and each of them is different from each other. A good teacher is obliged to remember this always.

And one more principle is the continuityeducational process. The system-activity approach, as the foundation of GEF, includes it in a mandatory manner. This principle ensures the formation and subsequent development of pupils of universal educational activities at each age stage. Compliance with this provision contributes to personal self-development at all levels of education without exception. That is why it is so important to lay the appropriate "base" at an early stage.

Interaction with parents

There are a few more nuances that are necessarynote with attention. The system-activity approach, as the foundation of GEF, has clear and detailed provisions. But what about their implementation? It is possible only if the parents of the pupils are interested in this. Their involvement in the DOW activities is mandatory. Without close interaction, nothing happens.

The teacher, in turn, shouldto form a correct idea of ​​the unity of the goals and objectives of the DOW and the family. He needs to contribute to the growth of their psychological and pedagogical competence. For this purpose, consultations, talks, meetings, conferences, trainings are organized in institutions. Parents, taking part in them, demonstrate the indifference to their child and the interest in his versatile development. In addition, they can provide care to the caregivers by describing the characteristics of their children.

Implementation of the approach

It is carried out in several steps. The system-activity approach, as a methodological basis of GEF, implies strict consistency. The teacher works with young children who need to be thoroughly explained, and so that they understand.

Therefore, the first step involves acquaintancepupils with the situation. The second stage is the actualization of knowledge. Then - the collective work to identify the difficulties in solving the situation. The consequence of this step is the discovery by pupils of a new knowledge or mode of action. The final step is to understand the results.

So the system-activity approach is realizedin teaching. Thanks to this method of teaching, children are not shy to show activity, think and express their thoughts. At the heart of the way is dialogue and communication, so that pupils not only acquire new knowledge - they also develop their speech.

Teacher's actions

System-activity approach, as a basisimplementation of GEF, requires teachers to be professional. In order to implement the first step and introduce children into the educational situation, the educator should contribute to the creation of a psychological focus on the implementation of actions. To do this, you need to use techniques appropriate to the characteristics of the age group and situation.

Also the teacher should be able to select competentlytheme. It should not be imposed on them. On the contrary, the teacher is obliged to give children the opportunity to act in a situation that is familiar to them. Only on the basis of their preferences, he models it. And this is correct, because only something familiar and interesting can activate children and cause them to participate in the process. And to identify the topic, the teacher should identify several options that are attractive for pupils. They then choose the most interesting.

Then the teacher with the help of a talkhelps children find ways to solve the problem. The main task is not to evaluate the answers. Teachers need to teach children to find a way out of the situation, relying on their knowledge and experience.

Other aspects of teaching

There are many other nuances that includein itself the concept of the system-activity approach in teaching. In addition to implementing development work with the entire student team, the teacher also deals with other aspects that imply the sphere of pedagogy.

Each educator must conductpsycho-pedagogical diagnostics of the universal educational actions available for children, and participate in monitoring the implementation of GEF. Also the teacher carries out correctional-developing and consulting work with individual pupils. It is obligatory to conduct psychological and pedagogical education of children.

At an early stage of education (in the DOW and primaryclasses) the teacher plays the role not only of the teacher, but also of the educator, the second parent. He must create all the necessary conditions for the realization of the individual and personal abilities of children.

Method of play

System-activity approach, as the basis of GEFDOW, is realized in various ways. But the most popular and effective method is the game. This is a unique form of training, which makes it possible to make the process of obtaining basic education more fun and interesting.

Game forms enable effectiveto organize the interaction of the teacher with pupils and make their communication more productive. Also this method develops children's observance and allows you to get knowledge about the phenomena and objects of the surrounding world. In the game, educational and educational opportunities are laid, which, with a competent teaching approach, are fully realized.

Also this entertaining way is goodcombined with a "serious" teaching. The game makes the process of acquiring knowledge entertaining, forms in children a good and cheerful mood. As a consequence, pupils with great interest acquire information and are drawn to the acquisition of knowledge. In addition, games are able to improve children's thinking, their creative imagination and attention.

Selection of competences

It's not all aspects that includessystem-activity approach as the technological basis of GEF. The range of issues in the pedagogical sphere is much broader. And special attention is paid to the selection of competencies. To date, there are five of them, if not include the educational-cognitive and communicative aspects, which were mentioned earlier.

The first category includes value-semanticcompetence. They are aimed at developing children's moral principles and moral principles, as well as instilling in them the ability to navigate the world and to be aware of themselves in society.

The second category includes general culturalcompetence. Even at the initial stage of education, children must absorb the spiritual and moral foundations of the life of mankind, the social, everyday and cultural bases of society.

Also there are information competencies. Their goal is to develop in children the ability to search, analyze and select information for its further transformation, preservation and use. The latter two categories include social and labor and personal competencies. They are aimed at mastering children's knowledge in the civil-society sphere and on mastering various ways of self-development.

The importance of methodology

Well, as it was already possible to understand,the system-activity approach in training is the foundation of GEF, which is really implemented in the modern education sphere. It is aimed at the formation of basic educational skills in children. They will allow them to quickly adapt in the primary school and start mastering new knowledge and skills.