Keyword: «regulatory universal learning actions»

Now the goals of modern education are not the sum of students’ knowledge, skills. The goal of modern education is to develop personal, cognitive, and communicative students’ abilities so that students become successful and competitive individuals. There is a meta-subject learning result. Today, teachers do not have any difficulties in forming and developing meta-subject results of educational activities, but they do not know how to evaluate and diagnose the results. So, the article is devoted to the problem of diagnostics students’ educational results in the process of learning technology. We evaluate the meta-subject results by using diagnostic cards. This problem is relevant, because modern education is aimed at achieving meta-subject results of students’ learning. The purpose of the article is to provide methodological tools for diagnostics of regulatory universal learning actions of basic school students, which got an expert assessment. Evaluation of the results is made based on the implementation of interactive practices in technology lessons. We used the decomposition method for a system of regulatory universal learning actions diagnostics. Each individual operation has descriptors that define the levels of capability for certain actions. Practicing each individual operation (skill) will work on the formation and development of the action as a whole. The theoretical significance of the article is realized in a contribution to the development of scientific ideas about diagnostic materials in the field of evaluating meta-subject results. Practical significance is in detailed methodological development of diagnostics for regulatory universal learning actions of basic school students, so teachers of technology can use them, as well as teachers of other subject areas who work in the basic school.

Today one of the priority directions of education development is its digitalization, the main goal of which is to improve the quality of education. Various digital resources are offered to complement traditional learning tools. When choosing them, each educational institution, as well as a teacher, should not only intelligently include resources in the educational process, transform methods, technologies, teaching methods, but also be guided by their facilities to meet the requirements of the federal state educational standard of basic general education, both to subject results and to meta-subject ones, in particular, to regulatory universal learning actions. The article is devoted to the issue of studying the opportunities of using online services for the formation of regulatory universal learning actions among students of grades 7–9. Based on the experience of Russian teachers, within the framework of this article, the online service "YaKlass" was selected, which is one of the most promising educational resources not only in Russia, but also abroad. It is intended for students learning all basic school subjects. The purpose of the article is to study the opportunities of using the online service "YaKlass" for the formation of regulatory universal learning actions among students of grades 7–9 and test them in educational practice. The research methodology is based on system-activity, personality-oriented and digital approaches to teaching, analysis of scientific publications and innovative experience on the specified problem. The results of the study highlight the main facilities of the online service "YaKlass" for the formation of all components of regulatory universal learning actions, describe the experience of the author and other teachers, provide some empirical data on the use of the resource in an educational institution. Summarizing the experience of foreign and domestic researchers in the implementation of digital technologies in the educational process in order to form students' regulatory skills add to the theoretical significance of the study. The article may be of interest to teachers, students of pedagogical universities, methodologists who study digital tools for the formation of regulatory universal learning actions among students.