System-activity approach as a 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 realizing an informed 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.

Another consideration is psychological comfort, reminiscent 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 must remember this always.

And one more principle is the continuity of the educational process. The system-activity approach, as the basis 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. Observance of this provision promotes 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 several more nuances that should be noted 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, should form a correct idea of the unity of the goals and objectives of the pre-school and 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 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 the 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 familiarizing pupils 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.

This is how the system-activity approach in teaching is realized. Thanks to this method of teaching, children are not shy to be active, think and express their thoughts. At the heart of the way lies dialogue and communication, so that pupils not only acquire new knowledge - they also develop their speech.

Teacher's actions

The system-activity approach, as a basis for the implementation of the GEF, requires professionalism from teachers. 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 must be able to choose the right topic. 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 the desire 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 talk, helps the children find ways of solving 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 include the notion of a system-activity approach in teaching. In addition to carrying out development work with the entire student body, the teacher also deals with other aspects that imply the sphere of pedagogy.

Each educator is obliged to conduct psychological and pedagogical diagnostics of universal universal educational activities 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 the early stage of education (in the DOW and primary classes) 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

The system-activity approach, as the foundation of the GEF DOW, is implemented 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 make it possible to effectively organize the interaction of the teacher with pupils and make their communication more productive. Also this method develops children's observation 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 well combined with the "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 absorb 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

These are not all aspects that include the system-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 and cognitive and communicative aspects, which were mentioned earlier.

The first category is the value-semantic competence. They are aimed at developing children's moral principles and moral principles, as well as instilling in them the ability to orient themselves in the world and to realize themselves in society.

The second category includes general cultural competences. 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 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 being realized 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 elementary school and start mastering new knowledge and skills.