Russian Federation
UDC 37.015.3
UDC 372.881.161.1
The publication introduces the author’s speech at the Forum of Teachers of Russian Language and Literature and Teacher-Librarians, which aroused great interest among its participants. As a rule, a teacher is concerned about the assimilation of subject knowledge and skills by schoolchildren. At the same time, the formation of the ability to reflexive actions is considered today as an interdisciplinary problem: each subject should provide for its contribution to the formation of schoolchildren’s skills to consciously and independently plan, control, evaluate and adjust their activities. The author analyzes the reasons for the insufficient development of regulatory actions of younger schoolchildren and adolescents: low level of voluntary activity; little participation of the student in monitoring and evaluation; “attachment” of the student to the sample; lack of special exercises for the development of self-control. The methods of forming voluntary attention and voluntary memorization in schoolchildren are considered; examples of tasks are given, the content of which is a discussion of situations related to the life experience of the schoolchild.
reflexive activity; regulatory universal learning actions; self-control and self-assessment; arbitrariness of mental processes
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