Home | Site map | Contacts | Russian version E-journal "Psychological-Educational Studies" | Open Access Journal
Home page
electronic journal
Psychological-Educational Studies
Directory of open access journals ERIH PLUS VAK Scientific electronic library elibrary.ru

Journal rubrics

All rubrics
Psychological-Educational Studies
2018. Vol. 10, No. 4. pp. 44–52.
doi:10.17759/psyedu.2018100405
ISSN: 2587-6139 (online)

Interconnection between Subject and Meta-subject results in the "Profile of Learning Outcomes" of First-Graders

Voronkova I.V. PhD (Psychology), docent, pedagogical psychology department, psychology of educational, Moscow State University of Psychology & Education, Moscow, Russia, ivvoronkova@gmail.com
Ulyashev K.D. Head of Laboratory pedagogical innovations, Institute of Additional Teacher Education, Naberezhnye Chelny State Pedagogical University, Naberezhnye Chelny, Russia, kostyly@mail.ru
PDFFullrext in russian (PDF) PrintPrint

The article considers the problem evaluation of meta-subject educational results in the light of the introduction of new educational standards for primary general education. One of the adequate tools for assessing meta-subject results, which are trained, is subject diagnostics. The subject of such a diagnosis can be both the level of various universal actions, and the nature of mastering the subject methods of action. The article contains examples of tasks used in the international tournament first-formers, conducted by the FSBEI HE in the "NCSPU". The peculiarities of the tasks of the proposed subject diagnostics are: a) the optimal ratio of diagnosed meta-subject and subject results; b) designing tasks in such a way that terms and sign-model means are understood in the same way in different learning systems. The analysis of the fulfillment of tasks by first-graders made it possible to construct a profile of the results of first-graders and conclude that the achievement of the objective result is a condition for achieving the meta-subject.

Keywords: subject and meta-subject results, subject diagnostics, profile of learning outcomes

Rubric: Educational Psychology

DOI: http://dx.doi.org/10.17759/psyedu.2018100405

References

  1. Guruzhapov V.A. K voprosu o sootnoshenii psikhologicheskoi diagnostiki i korrektsii uchebnoi deyatel'nosti na urokakh matematiki [On the question of the relationship between psychological diagnostics and correction of educational activities in mathematics lessons]. Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 2000, no.2, pp. 79– 85. (In Russ., abstr. in Engl.)
  2. Guruzhapov V.A. Uchet mnozhestvennosti reshenii zadach na razvitie metapredmetnykh kompetentsii v protsesse stsenirovaniya uchitelem uchebno-razvivayushchikh situatsii.[Taking into account the multiplicity of solutions of problems on the development of metasubject competencies in the process of teacher's stage-setting of learning and developing situations]. Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 2012, no.1, pp. 40–45. (In Russ., abstr. in Engl.)
  3. Guruzhapov V.A., Shilenkova L.N. Umenie analizirovat' uslovie zadachi kak metapredmetnyi rezul'tat obucheniya [Elektronnyi resurs]. [The ability to analyze the condition of the problem as a metasubject result of learning]. Psikhologicheskaya nauka i obrazovanie PSYEDU.ru. [Psychological Science and Education], 2013, no.5, pp. 53–60. (In Russ., abstr. in Engl.)
  4. Davydov V.V. Problemy razvivayushchego obucheniya. [Problems of developmental learning]. M .: Publishing center "Academy". [M.: Izdat.tsentr “Akademiya”], 2004.
  5. Zak A.Z. Usloviya formirovaniya poznavatel'nykh metapredmetnykh rezul'tatov u mladshikh shkol'nikov [Elektronnyi resurs]. [Conditions for the formation of cognitive metasubject results in younger students]. Psikhologo-pedagogicheskie issledovaniya [Psychological and pedagogical studies], 2018. Vol.10, no. 2, pp.11–20. (In Russ., abstr. in Engl.)
  6. Asmolov A.G. (eds.), Kak proektirovat' universal'nye uchebnye deistviya v nachal'noi shkole: ot deistviya k mysli: posobie dlya uchitelya [ How to design universal learning activities in primary school: from action to thought: a teacher’s guide ]. Moscow: Prosveshchenie, 2008. 151 p.
  7. Margolis A.A., Rubtsov V.V. Psikhologo-pedagogicheskaya podgotovka uchitelya dlya novoi shkoly. [Psychological and pedagogical training of teachers for the new school]. Obrazovatel'naya politika [Educational Policy], 2010, no. 5–6 (43–44), pp.125–139.
  8. Maslennikova L.N. Opyt proektirovaniya metodik diagnostiki metapredmetnykh kompetentsii mladshikh shkol'nikov. [Experience in the design of methods for diagnosing the metasubject competencies of younger students]. Psikhologicheskaya nauka i obrazovanie [ Psychological Science and Education], 2011, no. 5., pp.14–20. (In Russ., abstr. in Engl.)
  9. Nezhnov B.I. (eds.), Monitoring uchebno-predmetnykh kompetentsii v nachal'noi shkole. [Monitoring of subject-specific competences in primary school]. Moscow: Universitetskaya kniga., 2007. 112 p.
  10. Novikov P.V. Razvitie refleksii u mladshikh shkol'nikov: Avtoref. diss. … kand. psikhol. nauk. [The development of reflection in younger students. Ph D diss.]. Moscow, 1998. 22 p.
  11. Rubinshtein S.L. Osnovy obshchei psikhologii. [Fundamentals of general psychology]. Saint Petersburg: Peter, 2002. 720 p.
  12. Sanina S.P. Razvitie kompetentsii uchitelya nachal'nykh klassov v protsesse resheniya professional'nykh zadach [Elektronnyi resurs].[Development of primary school teacher competence in the process of solving professional tasks]. Psikhologo-pedagogicheskie issledovaniya [Psychological and pedagogical studies], 2016. Vol.8, no.4, pp.41–49. (In Russ., abstr. in Engl.)
  13. Sokolov V.L. Opyt diagnostiki analiza i refleksii kak universal'nykh uchebnykh deistvii. [Experience in diagnosing analysis and reflection as universal learning actions]. Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 2012, no. 3, pp. 29–33. (In Russ., abstr. in Engl.)
  14. Tyumenev Yu. A., Valdman A. I., Karnoy M. Chto dayut predmetnyye znaniya dlya umeniya primenyat' ikh v novom kontekste. Pervyye rezul'taty sravnitel'nogo analiza TIMSS-2011 i PISA- 2012. [What does subject knowledge for skills give apply them in a new context. The first results of a comparative analysis of TIMSS-2011 and PISA-2012]. Voprosy obrazovaniya [Education Issues], 2014, no. 1. , pp. 8–24.
  15. Federal'nyi gosudarstvennyi obrazovatel'nyi standart obshchego obrazovaniya. Nachal'noe obshchee obrazovanie. [Elektronnyi resurs].Federal'nye gosudarstvennye obrazovatel'nye standarty. [Federal State Educational Standard of General Education. Primary general education]. Moscow: Institut strategicheskikh issledovanii v obrazovanii RAO.[Institute of Strategic Studies in Education RAE].
  16. Chudinova E.V. (eds.), Ekspress-diagnostika osnovnykh obrazovatel'nykh rezul'tatov v nachal'noi i osnovnoi shkole [Express diagnostics of basic educational results in primary and basic school]. Moscow: Publ. «Avtorskii klub». [Publisher "Authors Club"], 2016. 60 p.

Subscribe

RSS — what is it?
Publisher — Moscow State University of Psychology and Education
© 2006–2019 Electronic journal "Psychological-Educational Studies", ISSN: 2587-6139 (2074-5885)
Publisher – Moscow State University of Psychology and Education
Яндекс.Метрика