The theory of the step-by-step formation of mental actions and the formation of the Department of Internal Affairs in the main school. Material for the report.

One of the fundamental concepts in Soviet pedagogical psychology is the theory of step-by-step formation of mental actions (TPFUD). Its author is the largest scientist, Pyotr Yakovlevich Galperin, who created this theory as one of the highest achievements of Russian psychology in the middle of the 20th century. His views are confirmed in our day, and the theory continues to serve as the basis for the creation of modern concepts of education.

Mental actions (UD) - this is a special kind of mental actions of a person. They are performed within consciousness, they can not be observed directly. UD does not require assistance from the outside - for example, in the form of loud speech.

Other kinds of human actions - for example, physical ones - can not be carried out without external support.

With the help of UD solve various psychological problems: cognitive - in the field of thinking and memory, emotional - in the field of feelings.

The most important psychological and pedagogical value of the TPFUD is the ability to assign the previously created properties to the DMs and to control the process of their creation. In this case, even the most complex actions - such as oral mathematical calculations or instant analysis of the partner's behavior during communication - are formed in a guaranteed way.

Speaking in the language of modern science, Galperin's theory allows you to program the process of creating LE.

P. Ya. Halperin discovered and experimentally proved that the action of the student can not acquire the form of the mental if its formation does not pass consistently through six stages:

• Introduction to training and motivation;
• The construction of an outline of an indicative basis of action (OOD);
• Formation of material action;
• Speech action (loud speech);
• Speech action (about oneself);
• Mental action (inner speech).

Stage 1. Introduction to learning and motivation

To awaken interest of the student to the future action, the teacher applies a number of techniques and methods.

It is recommended to use moral incentive - to put the student in the example of peers, to praise, approve. The teacher should, observing the child, notice, on what forms of stimulation he reacts, and use them.

It is important that incentives are used only with real success. Otherwise, the student will not learn how to react properly to failures, they will upset him unreasonably.

The competitive spirit in the discussion of problems greatly increases the motivation.

Effective use of story-role games and various forms of group training. However, in this work it is important to adequately allocate the roles, so that children do not have envy, resentment, jealousy and other negative emotions.

The most effective and important motivator of learning are problem tasks in which the child can show his search and creative activity. Their difficulty should be rather high, but in essence they should be solved. It is necessary to select different difficulty levels for problem assignments for different groups of students and even individually for children who do not fit into groups.

Finally, the joy in the learning process is the most important factor of motivation.

Stage 2. Construction of the OOD Scheme

This is not the fulfillment of the action, but only the preparation for it. The pupil must learn and implement a special type of instruction on the implementation of AM, which would help him to act accurately and with a guarantee of result.

To do this, the student builds an indicative basis for the action (OOD). It is a systematic reference and guidance, information that reveals all the components of the action. Data on operations, the composition and the order of their execution, the product, the means and the subject of the action are considered.

The theory of step-by-step formation of mental actions distinguishes three types of training, each of which is more perfect than the previous one. The classification is based on three different models of DTEs.

1. Landmarks are incomplete. They are singled out by the subject of learning (student) on their own, through trial and error. Such a DTE does not allow us to generalize the action to the level of an action class, it remains an isolated example.
2. Landmarks are complete. A description of all the conditions under which the execution of the action is correct is given. But the subject does not participate in creating the rules, but only blindly obeys them. His personality is not involved in the performance of activities, and therefore it (execution) is initially uncreative. The experience resulting from such an action is still "one-time" and helps the subject only for a short time. In addition, the DTE is still a single example of the action, without generalization. It can not be applied to other actions of the same class.
3. Landmarks exhaustively complete. They are generalized for various, and in the limit - for all classes of action. The subject makes the OOD himself, basing on the methodological basis received from the teacher.

It is easy to see that step-by-step formation of mental actions can be carried out only on the basis of the third type of training. At the same time, success is guaranteed only in one case (and this is the central position of the TFET). The action should be worked out to the full success at each of the six stages of its creation. Any loss of an intermediate result will destroy the final product.

Stage 3. The formation of a material or materialized action

Action in the material form is carried out in the external plan, as practical. Objects and material supports are real objects.

The action in a materialized form is performed with objects that have already been transformed: diagrams, charts, graphs, drawings. Materialized objects are depicted on special indicative cards.

Each operation is slow. This gives the student the opportunity to control all operations and actions as a whole.

At this stage, each operation is spoken out loud. This allows the subject to distinguish the actual action (it is described in the speech) and its objects (they are transformed materially).

When the task starts to get faster, without errors and stops, cards and material carriers of the action are removed. It remains only a verbal description.

Stage 4. Speech action. Loud speech

The action, equipped with material supports, is no longer available to the student. Now he can analyze the material only with the help of loud speech of an explanatory type, addressed to the interlocutor, that is, socialized. There is a coincidence of the speech action and the message about it.

The requirement for speech action - the unfolding and detailing, to the message - intelligibility for the interlocutor, who controls the study.

This stage contains the most important qualitative leap in the formation of SD: the external action passes to the thought of it. It is already generalized, but it is still not collapsed or automated.

Stage 5. Speech action. External speech about myself

The form of the action is the same as in stage 4, but speaking and even whispering are not allowed. The teacher monitors the sequence of operations or the result of a particular operation. Completion of the stage - when each operation, as well as all the actions are executed quickly and accurately.

Step 6. Action in inner speech - mental action. Pure thought

From the student solving the problem, only the final answer is received. The properties of the action are shortened, curtailed, automatic. Despite the complicating factor of the student's maximum speed of execution, the action is unmistakable. If errors still appear - you need to move to the positions of the previous stages.

At this stage, there is the formation of mental action, independent of any external and internal auxiliary factors. Such an action is called pure thought.

Only with the training of the third type (with full construction of the DTE) does it become possible to deploy the full algorithm of step-by-step formation of LE. This is the only type of training in which all students in a class (group) are reasonably sure of the successful achievement of the results of studies on the basis of their full competence.

The theory of the step-by-step formation of mental actions - instructing the teacher on how to build the learning process, so that the formation of knowledge and actions with the help of the main tool of didactics - OOD - was effective.

Universal learning activities (UAL)

One of the problems of modern education is changing the world with ever-increasing speed. The knowledge obtained at school becomes obsolete earlier than the student has time to finish it.

In addition, in the process of education and upbringing, the student depends on the teacher, because he does not know how to develop independently.

Further ignoring of these facts will lead (and already leads) to the total ineffectiveness of the education system.

The only way out of the problem situation is to change the direction in the priorities of education from obtaining subject knowledge and skills to personal and meta-subject (supra-subjective) universal educational actions (UAL).

The didactic predecessor of these actions earlier acted on the basis of general educational skills.

The term "UUD" means that:

• The subject (student) is capable of self-development and self-improvement, actively and consciously appropriating a new social experience;
• The subject is able to independently assimilate new knowledge and skills, including the ability to organize the process of extracting knowledge and their assimilation;
• The subject independently learns to be culturally identical, socially competent, tolerant.

At present, the main school in Russia (from grades 5 to 9) is moving to a new federal state educational standard. It is based on the creation of a water management system for children of this age.

Formation of the DU in the main school

This process is built in the logic of "from action to thought." Thus, it coincides with the logical basis of the concept of P. Ya. Galperin.

Moreover, the theory of the step-by-step formation of mental actions becomes, along with the methodological theory of activity and thinking, a fundamental basis for the creation of the UAL.

In fact, the TFCF in its form is nothing more than a technology of abstracting actions - from material to mental. UUD is the ultimate and final result of this abstraction: mental actions in a world of self-directed, self-moving thinking.

25 years ago, this thinking ability as an educational goal was not even discussed. Today it meets the requirements of modernity.

For the Russian education, the need to rely on the most progressive theory and methodology has finally become evident. This is possible because of the experience gained over more than half a century of system-activity developments in pedagogy (GP Shchedrovitsky, OS Anisimov, and others). They have a unique mechanism for the continuous generation of the theory and at the same time its implementation, taking into account equally continuous updates.