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CHARACTERISTICS OF THE FORMATION OF METASUBJECT COMPETENCIES IN YOUNGER
ADOLESCENTS
Zak A.
Leading Researcher, Psychological Institute RAE, Moscow, Russia
Abstract
The article describes the content of the experimental work aimed at determining the formation of metasubject competencies in schoolchildren of the fifth and sixth grades. The study showed that two years of secondary school education contributed to a significant increase in the number of schoolchildren who can solve search tasks in a general way, carry out meaningful reflection of their actions and perform holistic task-solving planning.
Keywords: fifth-graders, sixth-graders, meta-subject competencies, ways of solving problems, cognitive reflection, action planning.
1. Introduction
The Federal State Educational Standard for Basic General Education contains a number of new requirements for learning outcomes in secondary school [10]. So, when mastering the basic educational program, children should develop and reach a higher (compared to primary school) level of such metasubject competencies, which are the result of mastering cognitive universal educational actions.
Firstly, these competencies underlie the formation of a number of logical actions and operations related to the definition of concepts and the creation of generalizations, with the establishment of analogies and the implementation of classification, with the allocation of cause-and-effect relationships and the construction of logical reasoning of various kinds and derivation of conclusions.
Secondly, the noted competencies underlie the formation of sign-symbolic activities associated with the creation, use and transformation of signs and symbols, models and schemes for solving educational and cognitive tasks.
Thirdly, cognitive competencies underlie the formation of semantic, meaningful reading, which, unlike mechanical, formal reading, is associated with understanding the informational, semantic and ideological aspects of a literary work.
Thus, cognitive competencies create the necessary conditions for the development of effective ways to solve educational, cognitive and search problems.
At the same time, the FSES under consideration contains provisions according to which, when mastering the basic educational program, children should also develop metasubject competencies, which are the result of mastering regulatory universal educational actions.
Firstly, these competencies underlie the formation of students' skills independently determine the goals of their learning, set and formulate new tasks for themselves in learning and cognitive activity, develop the motives and interests of their cognitive activity.
Secondly, the named competencies are a condition for students to independently plan the most effective ways to solve educational and cognitive tasks.
Thirdly, the noted competencies underlie the formation of reflexive actions of a cognitive nature, which,
when solving problems, allow the student to realize and adjust his way of acting in accordance with changing conditions.
In general, thus, according to the provisions of the new Federal State Educational Standard of BGE, during the period of study in the middle grades of school, children should develop meta-subject competencies of various kinds.
Some of these competencies are formed in the course of mastering and implementing, firstly, effective ways of solving educational tasks and problems of a search nature, and secondly, initial and developed forms of cognitive reflection and related skills to control their actions, determine and correct their methods, third, the ability to plan ways to achieve goals.
Some competencies are associated with the development of effective ways to solve educational problems and search problems. Others are the result of the formation of initial and developed forms of cognitive reflection and the skills associated with it to control their actions, to determine and correct their methods. Competencies of another kind are associated with the ability of schoolchildren to plan actions to achieve the goal in solving cognitive tasks and search problems.
1.1. Characteristics of cognitive competencies
In understanding the effectiveness of methods for solving problems, in the interpretation of the forms of cognitive reflection, in the interpretation of the characteristics of the formation of planning skills, we relied on the provisions on two types of cognitive activity, developed in dialectical logic [6] and implemented in psychological research [2], [ 3], [ 7], [ 8], [ 9].
According to these ideas, a person's cognition of the surrounding world can be aimed at reflecting the internal connections of objects and phenomena (theoretical, meaningful, reasonable, holistic knowledge) and at reflecting their external connections (empirical, formal, rational, partial knowledge). In the first case, cognitive activity is effective, since its result is an understanding of the reasons for changing the objects of cognition. In the second case, cognitive activity is ineffective - its result is only a description and ordering of the observed features of the change in cognized objects.
Based on these ideas about the two types of cognition, it was accepted [1] that the development of a
method for solving problems in one case involves the allocation of essential relationships in their conditions, in the other case there is no connection with essential relationships. When identifying essential relations, the methods of solution are characterized as meaningful, generalized, since they provide the solution to all problems of a certain class; in the absence of identification of essential relations, the methods of solution are characterized as formal, particular, since they provide the solution of only individual problems of a certain class.
It was also believed that cognitive reflection and the ability to determine and correct methods of action in solving problems can be associated with a person's appeal only to the external features of methods of action or with an appeal to the foundations of methods of action. In the first case, cognitive reflection is qualified as formal, external, since the object of treatment is the observed features of the mode of action. In the second case, cognitive reflection is qualified as meaningful, internal, since the object of treatment in this case is the hidden, internal characteristics of the mode of action.
In considering the characteristics of planning, two types of programming actions for solving problems were distinguished. In one case, the development of the plan may be aimed at developing the required sequence of actions in general. In this case, all the necessary actions are planned before the start of the decision. In another case, the drawing up of the plan is carried out in parts: subsequent actions are planned after the implementation of the previous ones. In the first case, planning will be holistic, meaningful, in the second - partial, formal.
1.2. Types of ways to solve problems
The formation of cognitive meta-subject competence associated with the development of ways of solving problems by schoolchildren in the course of learning presupposes their mastery of the mental action of analysis, which is associated with an analysis of the conditions for achieving the required result. In some cases, such analysis is implemented as a formal analysis, only breaking down the proposed conditions into separate data - this is typical for a non-general, empirical way of solving problems [2], [3].
In other cases, the analysis of conditions is associated not only with the selection of data and their relations, but also, most importantly, with the clarification of their role in a successful decision: which of them is essential and necessary, and which is insignificant and accidental. This is a meaningful, clarifying analysis that serves as a condition for a generalized, meaningful way of solving problems.
The mastery of generalized methods of achieving the required result is characterized by the ability to carry out a meaningful analysis of the proposed conditions associated with the selection of essential data relations. As a result, all problems of this class are successfully solved. The fact of unsuccessful solution of one or more of them indicates the absence of meaningful analysis and, therefore, the presence of a non-generalized, particular way of solving the proposed problems.
On the basis of ideas about the originality of different approaches to the analysis of the conditions of
problems belonging to the same class, and the different ways of solving them associated with these approaches, requirements were developed for an experimental situation designed to determine the nature of a method of action (generalized or non-generalized, particular) upon reaching the required result.
First, the subject needs to propose not one but several problems to solve; secondly, these problems should have a general principle of construction and solution; thirdly, their conditions should differ in external, directly observable features.
1.3. Types of cognitive reflection
Mastering the initial forms of cognitive reflection in the course of teaching is a condition for the formation of schoolchildren's ability to control and correct their actions. Depending on the purpose for which reflection, control and correction are carried out, two levels of their implementation are distinguished, which is manifested in the student's consideration of the methods of his actions [4], [ 8].
If such a consideration is carried out in order to find out what specific operations need to be performed in order to obtain the required result, then it is believed that here the student is guided only by the external characteristics of his actions.
This characterizes the formal level of implementation of the actions under consideration, since it reflects the dependence of the methods of action on random and single conditions for achieving the required result. In this case, the student, focusing on the external similarity of the features of their conditions, when successfully solving problems that have an objectively general principle of construction, can group them formally, and, focusing on the external difference of these features, he can generally refuse to group problems, considering them to be different.
If the consideration of methods of action is carried out in order to find out why a given action is performed in this way and not otherwise, to understand the reasons for its successful implementation in solving various problems, then the student comprehends the method of his actions, relying on its hidden, not directly observable characteristics, and can, therefore, generalize actions meaningfully.
This level of comprehension is associated with the implementation of meaningful reflexive actions, since the connection between the method of actions and the essential conditions for their implementation is revealed. In this case, the orientation towards the internal, essential unity of tasks that have a common principle of construction allows them to be grouped meaningfully.
To determine the type of reflexive actions in solving problems, a special experimental situation has been developed. In its first part, it is proposed to solve several problems, which, firstly, belong not to one, but to two classes - this means that some problems are solved on the basis of one principle, and some on the basis of another, and, in -second, the conditions of the problems differ in external features.
In the second part of this experimental situation, it was proposed to group the problems. By the nature of the grouping, the presence or absence of the implementation of meaningful reflexive actions was determined.
If the basis of the grouping was taken as a significant commonality of methods for solving problems, then, when solving, meaningful reflexive actions were carried out, and if the grouping was based on the external similarity of the conditions of the tasks, then, when solving, formal reflexive actions were carried out.
Thus, the formation of reflexive actions is characterized by the ability of the student to reveal the essential commonality of the methods of his actions when solving problems of the same kind and to highlight the fundamental difference in the methods implemented when solving problems of various kinds.
1.4. Types of planning for solving problems
The formation of the ability to plan ways to achieve the goal is associated with the development of actions in the internal plan, which are the conditions for building a program of steps to achieve the required result. When solving problems, planning is carried out in different ways [5], [7].
In one case, the achievement of the goal is planned for individual links, which are not linked into a single system. The desired result is obtained, therefore, by trial and error, when planning operations alternate with the implementation of individual actions to achieve the goal. This is formal, partial planning, typical for the implementation of a non-generalized way of solving problems.
In another case, subsequent actions to obtain the required result are planned simultaneously with the previous ones, and the previous actions are planned taking into account the possible options for performing the subsequent ones. This is contentious, holistic planning, characteristic of a generalized way of solving problems.
In accordance with the above concepts, a special two-part experimental situation was developed. In its first part, the subject is asked to master some simple action, in the second part it is required to solve several problems to build a sequence of these actions.
The selection of problems in the second part must meet a number of requirements: first, the sequence of executive actions should gradually increase from the first problem to the last; secondly, there should be at least two problems with the same number of executive actions; thirdly, problems should not have a common principle of solution, so that it is necessary to experiment mentally each time, re-developing an ever-increasing sequence of actions.
2. Materials and methods
2.1. The method of "permutations"
Based on the outlined ideas about the types of cognitive metasubject competencies, reflecting the methods of solving search problems, cognitive reflection and planning, the "Permutations" technique was developed. This technique is designed to determine the levels of formation of the noted competencies in schoolchildren.
A group diagnostic lesson based on the tasks of the "Permutations" methods was conducted with 53 fifth-graders at the beginning of the academic year (September) and with 51 sixth-graders at the end of the academic year (May). It was organized as follows.
First, the class organizer distributes answer sheets to the children, on which they indicate their last name.
Then the organizer draws the playing fields on the blackboard, putting down numbers on the left, and letters below (Fig. 1):
2
1
A B
Fig. 1. Playing fields
The names of the cells of the playing field (its notation) are explained to children: "In both squares, each cell has a name consisting of a letter and a number. The bottom two cells are called A1 and B1, and the top two are called A2 and B2".
Further, the cells of both playing fields are filled with objects. In the playing field on the left, the initial
arrangement of objects is placed - a pair of identical figures. These objects will move. In the playing field on the right - the final arrangement of objects, - a pair of identical numbers, - these objects will not move
(Fig. 2).
Fig. 2. Condition of problem 1
Then the organizer says: "In this problem, you need to mentally swap some two figures so that the same figures are in the same cells as the same numbers. Who can tell which pieces can be swapped? "
After evaluating the options for the exchange of figures proposed by the students, the organizer shows on the board on the right side how to write down the solution of problems in one action (Fig. 3).
Fig. 3. Solution to Problem 1
At the same time, the meaning of the found solution is explained: "If the circle from A1 is swapped with a triangle from B2, then the same figures will be in the same cells where the numbers are the same: two circles will be in the upper cells, where there are sevens, and two triangles will be in the lower cells, - where the fours. Here the solution must be written as follows: A1
1
A
O
A
□
O
□
- B2. And if the circle from A2 swaps with the triangle from B1, then the triangles will be where the sevens are, and the circles are where the fours, and the solution is written like this: A2 - B1. "
Next, the blackboard depicts the condition of the problem in two steps (Fig. 4):
4 8 6
4 8 6
ABB
Fig. 4. Problem condition in two actions
In this problem, you need to find two actions so that the same figures are in the same cells where the numbers are the same".
After discussing the options for the first and second actions proposed by the children, the organizer writes down one of the solutions, for example: 1) A2-B2, 2) B2-B1 (Fig. 4) and explains its meaning: "First, with the first action, - you can swap the circle and triangle in the corner upper cells, - A2 and B2. Then the circles will be where the fours are, and the triangle will
TASK 1
be in the B2 cell. Then, by the second action, this triangle can be swapped with the square from B1. Then the triangles will be where the eights are, and the squares are where the sixes ... ".
Then the organizer points out: "If a problem has several solutions, like this one, then you need to write only one option ...".
Further, students are given sheets with conditions for 12 problems (Fig. 5).
Opinions about problems
Several 4th grade students solved these problems and exchanged views.
Tanya said: "Problems 3, 4 and 5 are similar."
Kolya disagreed: "Problems 3, 4 and 5 are different."
Vika: "I think that problems 3 and 4 are similar, but problem 5 is different from them".
Katya: "I think that problems 3 and 5 are similar, but problem 4 is different from them".
Nina: "I am sure that problems 4 and 5 are similar, but problem 3 is different from them". Which student is right?
TASK 2
TASK 3
3 2 I
+ □ A A
o A o +
+ o □ □
abed
□ a + O
A o □ +
+ A A o
№9 2 a.
8 6 7 ft
9 7 9 9
8 8 6 7
A O □ O
□ A A A
□ O O □
№ 10 2 a.
abed
№ 11
3 a.
5 9 7 9 3 + O n O
7 5 8 7 2 A □ A +
8 5 8 9 1 □ o + A
№ 12
3 a.
? 6 7 6
5 5 6 5
7 7 6 7
4 7 6 5
7 6 7 5
5 6 4 4
abed
abed
Fig. 5. Worksheet with tasks.
Then the organizer characterizes the arrangement of the tasks on the form: "Look at the task sheet. In the first task, you first need to solve problems No. 1 and 2, and then problems No. 3, 4 and 5. After that, you need to read the opinions of the students about these three problems and on the sheet with the answers, select and mark the name of the student whose opinion is the most correct for you.
In the second task, you need to solve three problems in two steps. In the third task, you need to solve 4 problems: two in 2 actions and two in three actions. "
At the end of the instruction, the children are explained:
"Solve the problems in a row, starting with the first: do not copy the task conditions; look for and write down only one solution; you cannot make any notes on the sheet with the conditions of the problems, as well as on the table and any pieces of paper.
Solve problems only mentally, in your mind, as examples for addition in oral counting. Act carefully and independently. "
2.2. Assessment of children's actions when solving problems
When processing the results of solving problems, the following provisions were used as grounds.
Task 1 is intended to determine the level of mastering the initial forms of cognitive reflection when solving problems in a visual-figurative form. Children need to solve three problems (two are built according to the same principle, one according to another) and choose one opinion about them from the five proposed.
If, having correctly solved three problems, the child chooses the 1st, 2nd, 3rd or 5th opinion, then in
this case it was considered that formal reflection took place in the solution.
If, having correctly solved three problems, the child chooses the 4th opinion, then in this case it was considered that there was meaningful reflection in the solution.
In the absence of the correct solution to all three of these problems, it was believed that the choice of the 4th opinion does not indicate the presence of both formal and, especially, meaningful reflection.
Task 2 is intended to determine the level of mastering the methods of solving search problems when solving problems in a visual-figurative form. Children need to solve three problems (built on a single principle).
If the child solved all three problems correctly, then in this case it was believed that the solution was based on the selection of essential relations underlying a single principle of the solution - this means that the solution was carried out in a general way.
If the child did not solve three problems, but solved correctly any two or one of the three problems, then in this case it was considered that the solution was not based on the selection of essential relations underlying a single principle of the solution - this means that the solution was carried out in a particular way.
In the absence of a solution to at least one problem, it was assumed that there was no solution, i.e. was not found at all.
Task 3 is intended to determine the level of development of the ability to act "in the mind" as a starting point for the formation in children of the ability to plan, control and evaluate educational actions. Children need
to solve four problems, operating with a significant number of elements of conditions in a mental plan.
If all problems are solved incorrectly, then there is a manifestation of a zero level of development of the ability to act "in the mind." In this case, it was believed that there was a lack of planning.
If any one problem is correctly solved, then the first level of development of this ability is manifested.
If any two problems are correctly solved, then there is a manifestation of the second level of development of this ability.
If any three problems are correctly solved, then there is a manifestation of the third level of development of this ability. The first, second and third levels
were qualified as the implementation of partial planning.
If four problems are correctly solved, then there is a manifestation of the fourth level of development of this ability. In this case, holistic planning was considered to have taken place.
3. Results.
As noted, the study involved 53 fifth grade students and 51 sixth grade students. The results of processing the results of solving problems of the "Permutations" methods in the fifth and sixth grades are presented in the table.
Table
The number of schoolchildren in grades 5 and 6 who solved the problems of the "Permutations" methods on the basis of a general way of solution, meaningful reflection and holistic planning (in %)
Classes General way of solution Meaningful reflection Holistic planning
Fifth 49,1* 9,4 * 11,3**
Sixth 68,6 * 25,5 * 35,3**
Note: * p<0.05; ** p<0.01.
The data given in the table indicate the following characteristics of the formation of cognitive metasub-ject competencies during the period of study of schoolchildren in grades 5 - 6 of basic school.
First, in both classes, the competence associated with the choice and implementation of effective methods for solving problems of a search nature, in particular with the choice of a general method, is formed more than the competence associated with meaningful reflection, and the competence associated with holistic planning. So, in the fifth grade, respectively: 49.1% - 9.4% and 49.1% - 11.3%, in the sixth grade, respectively: 68.6% - 25.5% and 68.8% - 35.3%.
It is important to note that in both classes the competence associated with holistic planning is formed more than the competence associated with meaningful reflection. So, in the fifth grade, respectively: 11.3% -9.4%, in the sixth grade: 35.3% - 35.5%.
Secondly, in the sixth grade, in comparison with the fifth grade, the competence associated with holistic planning is most intensively formed - the difference in indicators of 35.3% and 11.3% is 24.0%, this difference is statistically significant (at p <0.01).
Less intensively, the competence associated with the development of a general method for solving problems is formed - the difference in indicators of 68.6% and 49.1% is 19.5%, this difference is statistically significant (at p <0.05).
The competence associated with meaningful reflection is formed even less intensively - the difference in indicators of 35.3% and 11.3% is 16.1%, this difference is statistically significant (at p <0.05).
Thus, the data obtained in the study indicate that metasubject competencies - associated with the development of effective methods for solving problems, with meaningful reflection on the method of action in solving problems and with holistic planning of solving problems - are formed in schoolchildren during the specified period of study with different intensity: more intensively - the ability to solve problems in a general
way, less intensively - the ability to meaningfully comprehend one's own way of action and least intensively - the ability to plan the solution of problems as a whole.
4. Conclusion
The research carried out made it possible to find facts that reflect features of the dynamics of metasub-ject competencies - associated with the development of a general way of solving problems, the implementation of meaningful reflection and holistic planning - when teaching children in the fifth and sixth grades.
First, the features of the formation of the studied competencies at the beginning of the training of schoolchildren in the fifth grade were determined.
Secondly, data were obtained on the formation of these competencies at the end of the sixth grade school-children's education.
Third, the comparison of the results of solving tasks by schoolchildren in the fifth and sixth grades gives grounds to characterize the dynamics of the competencies under consideration over the course of two years of study in secondary school.
As a result of group experiments with pupils of the fifth and sixth grades, the unevenness of the formation of the studied competencies was found. It was shown that the most intensive increase in the ability to solve problems in a general way, less intensively - the ability to meaningfully comprehend their own way of action, and least intensively - the ability to plan the solution of problems as a whole.
In further studies, it is planned to establish the features of the dynamics of the considered cognitive metasubject competences in teaching children in the seventh grade. This will make it possible to characterize the features of the formation of the studied metasub-ject competencies over the course of three years of study in secondary school.
In addition, it is necessary to check the reliability of the assumption about the nature of the influence in the sixth grade of new (in relation to the fifth grade)
school subjects on the intensity of the formation of cognitive metasubject competence in schoolchildren, associated with the formation of holistic planning in schoolchildren.
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ВЗАИМОСВЯЗЬ ФУНКЦИОНИРОВАНИЯ ПРАВОГО/ЛЕВОГО ПОЛУШАРИЙ МОЗГА ПРИ ПОДГОТОВКИ БУДУЩИХ СПЕЦИАЛИСТОВ
Нурданиякызы Г.,
м.э.н Жетысуского университета имени И. Жансугурова,
г. Талдыкорган, Казахстан Сеитова С.М. д.п.н., профессор
Жетысуского университета имени И. Жансугурова,
г. Талдыкорган, Казахстан
THE RELATIONSHIP BETWEEN THE FUNCTIONING OF THE RIGHT/LEFT HEMISPHERES OF THE BRAIN IN THE TRAINING OF FUTURE SPECIALISTS
Nurdaniykyzy G.,
m.e.s. Zhetysu University named after I. Zhansugurov,
Taldykorgan, Kazakhstan Seitova S. d.p.s., professor Zhetysu University named after I. Zhansugurov, Taldykorgan, Kazakhstan
Аннотация
В статье рассматривается взаимосвязь функционирования правого/левого полушарий мозга, которые влияют на процесс подготовки будущих специалистов. Описаны особенности функционирования правого/левого полушарий головного мозга обучающихся.
Abstract
The article examines the relationship between the functioning of the right / left hemispheres of the brain, which affect the process of training future specialists. The features of the functioning of the right/left hemispheres of the brain of students are described.
Ключевые слова: правое/левое полушарие, асимметрия, процесс обучения, взаимодействие.
Keywords: right/left hemisphere, asymmetry, learning process, interaction.
У человека мозг в норме состоит из двух полушарий, соединенных специальной структурой, называемой «мозолистым телом». Эти полушария работают по очереди, не одновременно, работа одного полушария подавляет действие другого. Каждое полушарие специализируется на определенных видах деятельности [1]. Основы функциональной
специализации полушарий мозга являются врожденными. У каждого человека есть наследственные отличия, из-за которых одно из полушарий включается на доли секунды раньше другого, определяя первую реакцию на анализируемый сигнал. Если раньше включается левое полушарие, то человек
