Keyword: «universal learning activities»

The article reveals the methodology for the formation of ICT competence of primary school students in the classroom and in extracurricular activities. The author identifies the structure of information and functional competence from the point of view of the system-activity approach, concludes that the methodology of teaching and educating children of primary school age allows it to be combined in the best possible way with the methodology of forming ICT competence, and together they lead to the development of cognitive interest and motivation of younger schoolchildren.

The article discusses ways to increase the level of critical thinking in the context of high school mathematics lessons. It has been established that the low level of critical thinking is a nationwide problem. On the basis of existing definitions, a working definition of the concept of critical thinking is derived. It is proposed to use some techniques of technology for the development of critical thinking in mathematics lessons in order to improve it.

The issue of formation of regulative and cognitive universal learning activities in the Russian language lessons in the 6th grade using phraseological units is considered. The proposed tasks with the use of both traditional and new phraseological units in the lessons of the Russian language contribute to the formation of regulatory and cognitive learning activities.

The development of modern education is impossible without the active development of new pedagogical technologies based on the information and communication component. Quest technology is the best suited for developing and improving not only the information and communication skills of students, but also universal learning activities in general. The educational web quest optimally combines several pedagogical technologies at the same time: game technology, project method, critical thinking technology, problem-based learning technology.

The article is devoted to the problems of evaluating the results of project activities of schoolchildren. Based on the analysis of the requirements for the project, it is concluded that there are contradictions in the processes of its preparation and evaluation. The variants of the resolution of these contradictions as-sociated with the use of a multifactorial evaluation system are proposed.