Keyword: «universal educational actions»

This article presents the experience of the formation of cognitive universal educational actions in geography lessons in the context of the requirements of a new generation of GEF giving examples of specific tasks that contribute to the achievement of positive results.

The article focuses on the creation problem situations during the process of teaching and learners mastering new knowledge independently.

The paper discusses the research activities of students as a mechanism for achievement meta-subject results of general education. The object is currently important in the framework of new approaches to general education. The author focuses on the relevance of the acquisition of this competence in the modern information society. The paper describes the stages of formation of research skills at the stage of primary and secondary education.

The urgency of the research is based on the fact that today teenagers start to study according to the new standards of teaching. A teenage period has some features of cognition, communication, personal activity coordination, awareness of oneself as a person and determination of one's place in the world. Everything should be considered while planning the development of universal educational actions (UEA) for teenagers. The results of the current researches in the quality of education (all-Russia control tests, regional tests) show that teenagers demonstrate quite high subject results and medium (or even low) inter-subject results of learning. Such universal educational actions as a competence of working with information, comprehensive reading, an ability to work according to the instruction and to organize business cooperation, self-control and correction are developed insufficiently. It means that educational organizations should pay more attention to the issues UEA development. Some technologies of the media education can be used to develop these skills of UEA in teenagers, considering their psychological characteristics. The research is based on the study of information on the issues of using media-education, all-country control tests and regional and school checking results analysis of the UEA skills development. The article analyses the approaches to the concept of «media education» in Russian and foreign literature, identifies the possibilities of these technologies in the development of teenagers’ UEA, describes the technologies of media education used in the classroom and after-school activities, examines the results of the research conducted on basic and regional innovative grounds of Kirov Regional Institute of Education Development, which demonstrate how the use of media education technologies influences the development of teenagers’ UEA. Based on this analysis, the article presents the opportunities of use the media education technologies in the classroom and after-school activities, their influence on the development of teenagers’ inter-subject actions, which can be useful in the working out of educational organizations programs for the development of teenagers’ UEA, as well as in improving the professional skills of teaching staff.

The article presents the forms of implementation of continuity of preschool and primary education levels for the purpose of positive adaptation of younger schoolchildren with speech disorders. Use of an individual educational route as a means of implementing cognitive development and the process of successful socialization of a child in society.