home Botany book Methods for diagnosing self-regulation, general ability to learn U.V.Ulyenkova Methodology “Sticks-dashes. Progress of work Technique laying out a Christmas tree in Ulenkov

Methods for diagnosing self-regulation, general ability to learn U.V.Ulyenkova Methodology “Sticks-dashes. Progress of work Technique laying out a Christmas tree in Ulenkov

Target: study of self-regulation in intellectual activity in children 6-7 years old.

Description of the technique:

On a notebook sheet in one line for 15 minutes (at the beginning of the school year), children write systems of sticks and dashes with a simple pencil, while observing four rules: 1) write sticks and dashes in a certain sequence; 2) do not write in the margins; 3) correctly transfer character systems from one line to another; 4) write not on every line, but through one.

In accordance with the general concept of the methodology, the following evaluation criteria were developed for the degree of formation of self-control actions at the main stages of children's intellectual activity: 1) the degree of completeness of task acceptance - the child accepts the task in all components; accepts in part; does not accept at all; 2) the degree of completeness of saving the task until the end of the lesson - the child saves the task in all components; retains only its individual components; completely loses the task; 3) the quality of self-control in the course of the task - the nature of the mistakes made by the child; does he notice his mistakes; corrects or does not correct them; 4) the quality of self-control in evaluating the result of an activity - the child tries once again to thoroughly check the work and checks it; limited to a cursory glance; does not look at all, but gives it to an adult immediately upon completion.

Progress

The teacher organizes and seats the children, as in a regular lesson. Before each child puts a double notebook sheet lined in one ruler. In an accessible and attractive form, he sets the general goal of the lesson: “Children, in front of each of you is a sheet from a school notebook. Now you will write with a pencil, like real schoolchildren. You will write sticks and dashes while following the four rules. Now I will show you on the board how to write sticks and dashes, and I will tell you what rules you need to remember when doing this.

This is followed by a short (no more than 4-5 minutes) instruction for children. “Watch and remember how I will write on the board,” says the teacher, approaching the board, lined in the same way as a notebook sheet. “I write on the board,” he continues, “sticks and dashes in this order: first I write one stick, then a dash. Next, you need to write two sticks - a dash. Then three sticks - a dash, and then repeat everything again. You have to count all the time so as not to make a mistake. This is the first rule you need to follow when writing. (The teacher repeats this rule again.) The second rule: you filled out the entire line to the margins (shows) - you cannot write on them, the student does not write in the margins. The third rule: you must correctly move from the finished line to the new one: on the new line, continue to write what did not fit on the old one. Look: I wrote two sticks, but the dash did not fit, I transfer it to a new line, and then I write three sticks - a dash, etc. (Explains different transfer options.) The fourth rule: there should be a distance of one ruler between lines, otherwise, everything written will merge with you, it will look ugly.

The teacher repeats all the rules according to what is written on the board. The rules are repeated with the children. Then, to make sure that all the children have correctly found the first line, fields, third line, he asks to put his index finger on them. After making sure that all the children are guided by the notebook sheet, he stops the briefing. He erases what was written on the blackboard and tells the children: “Try to write correctly, carefully, silently so as not to interfere with each other. If you don't understand something, ask now.

Further, after a short pause, the teacher adds: “You will write until I say: enough, check what you have written. Now write!” The start time is set. Assistance to children in the process of work is not provided by the methodology.

Psychological diagnostics of formation

UUD for first graders

1. Methodology "Study of self-regulation" (U. V. Ul'enkova, 1994)

Target: determination of the level of formation of self-regulation in intellectual activity.

Equipment: sample with the image of sticks and dashes (/-//-///-/) on a notebook sheet in a ruler, a simple pencil.

Research order: The subject is offered for 15 minutes on a notebook sheet to write sticks and dashes in a ruler as shown in the sample, while observing the rules: write sticks and dashes in a certain sequence, do not write in the margins, correctly transfer characters from one line to another, write not on every line, but one after the other.

In the protocol, the experimenter fixes how the task is accepted and performed - completely, partially or not accepted, not performed at all. It also fixes the quality of self-control in the course of performing the task (the nature of the mistakes made, the reaction to errors, i.e. notices or does not notice, corrects or does not correct them), the quality of self-control in evaluating the results of activities (it tries to thoroughly check and checks, is limited to a quick look, does not review the work at all, but gives it to the experimenter immediately upon completion). The study is carried out individually.

The level of formation of self-regulation in intellectual activity is determined. It is one of the components of the general ability to learn.

1 level. The child accepts the task completely, in all components, keeps the goal until the end of the lesson; works with concentration, without being distracted, at approximately the same pace; works mostly accurately, if it makes individual errors, then during the check it notices and independently eliminates them; does not rush to hand over the work immediately, but once again checks what is written, makes corrections if necessary, does everything possible so that the work is not only done correctly, but also looks neat and beautiful.

2nd level. The child accepts the task completely, keeps the goal until the end of the lesson; makes a few mistakes in the course of work, but does not notice and does not independently eliminate them; does not eliminate errors and in the time specially allotted for checking at the end of the lesson, is limited to a cursory review of what was written, he does not care about the quality of the work, although he has a general desire to get a good result.

3rd level. The child accepts the goal of the task in part and cannot keep it in its entirety until the end of the lesson; therefore writes signs randomly; in the process of work, he makes mistakes not only because of inattention, but also because he did not remember some rules or forgot them; does not notice his mistakes, does not correct them either in the course of work or at the end of the lesson; at the end of the work does not show a desire to improve its quality; completely indifferent to the result.

4th level. The child accepts a very small part of the goal, but loses it almost immediately; writes characters in random order; does not notice and does not correct mistakes, does not use the time allotted for checking the completion of the task at the end of the lesson; at the end immediately leaves the work without attention; indifferent to the quality of the work performed.

Level 5 The child does not accept the task at all in terms of content, moreover, more often he does not understand at all that some kind of task has been set for him; at best, he catches from the instructions only that he needs to act with a pencil and paper, tries to do this by writing or painting the sheet as he will, without recognizing either margins or lines; there is no need to even talk about self-regulation at the final stage of the lesson.

2. Assessment of school motivation (Luskanova N.G. Methods for studying children with learning difficulties. - M., 1999.)

The method for assessing the level of school motivation of primary school students was approved by the technical council of the All-Russian Research Institute of Hygiene for Children and Adolescents as a rationalization proposal (N.G. Luskanova, rational proposal No. 138 of 06/07/1985).

The formation of a child's motivational sphere plays a crucial role for his success in educational activities. The fact that the child has a motive to fulfill all the requirements of the school well, to show himself from the best side makes him be active in selecting and remembering the necessary information. With a low level of academic motivation, there is a decrease in school performance.

This method for assessing the level of school motivation of primary school students includes a scheme for analyzing children's drawings on a school theme and a short questionnaire consisting of ten questions reflecting the attitude of children to school and the educational process.

To differentiate children according to the level of school motivation, a system of scoring is proposed. At the same time, drawings and answers to questions are evaluated on a single 30-point scale, which makes it possible to compare the results obtained with each other. With the help of this method, it is possible to quickly identify among a large contingent of students those children who are characterized by a negative attitude towards school.

The methodology can be used to study the effectiveness of the educational process in a particular class, to select the optimal learning conditions, to determine the readiness of children for school, to assess the dynamics of school adaptation / maladaptation.

Children's drawings are used at the beginning of the year, and a questionnaire is used at the end of the year.

Projective drawing "What do I like at school?"

PURPOSE: the technique reveals the attitude of children to school and the motivational readiness of children to study at school.

INSTRUCTIONS: “Children, draw what you like most about school. You can draw whatever you want. Draw as best you can, no marks will be given.

SCHEME OF ASSESSMENT OF CHILDREN'S DRAWINGS

The drawing of a child is considered by us as a kind of interview given to the subjects with the help of visual means. This interview has a projective character: the drawing often shows such emotional experiences of children that they are not fully aware of or about which they prefer not to talk (see L.N. Bacherikova, 1979; G.T. Khomentauskas, 1985, 1986).

The study of the emotional and personal characteristics of children according to their drawing was carried out as early as 1928 by A.M. Schubert. The material obtained (over 10 thousand drawings) showed that the originality of the drawing is determined not so much by the intellectual sphere of the child - his mind, visual memory, stock of knowledge (which is only partially reflected in the content and correctness of the drawing), but by his emotional-volitional sphere - mood, interests , activity, etc.

For example, it was found that moving children often depict moving objects; drawings of active, wall children are distinguished by their large format, brightness of colors and, conversely, timid, asthenic children - colorlessness and smallness of the image; in emotional, impulsive children, there is a careless drawing, a sweeping stroke; dense shading of the entire area, filling of all intercontour spaces indicates the presence of internal anxiety in the child (see A.M. Schubert, 1928; 1929).

The following indicators are evaluated.

1. Compliance with a given topic.

2. Plot (what exactly is depicted).

3. Dimensions of the drawing and individual parts.

4. Color solution.

5. Image dynamics.

6. The correctness of the drawing.

7. Completeness of the drawing.

The technique and manner of execution of the drawing are taken into account if they testified to some psychological properties of the students.

An approximate scheme for evaluating children's drawings on the topic "What I like at school."

1. Inconsistency with the topic indicates:

a) lack of school motivation and the predominance of other motives, most often game ones. In this case, children draw cars, toys, military operations, patterns, and so on. Indicates the motivational immaturity of the child;

b) children's negativism. In this case, the child stubbornly refuses to draw on a school theme and draws what he knows best and loves to draw. Such behavior is characteristic of children with an overestimated level of claims and difficulties in adapting to the strict fulfillment of school requirements;

c) misinterpretation of the task, its misunderstanding. Such children either do not draw anything, or copy plots from others that are not related to this topic. Most often this is characteristic of children with mental retardation.

If the figure does not correspond to a given topic, then 0 points are assigned during quantitative processing.

2. Compliance with the given topic indicates the presence of a positive attitude towards the school, while taking into account the plot of the picture, that is, what exactly is depicted:

a) learning situations - a teacher with a pointer, students sitting at their desks, a board with written assignments, etc. It testifies to the high school motivation and educational activity of the child, the presence of cognitive educational motives (30 points);

b) situations of a non-educational nature - a school building, students at recess, students with briefcases, etc. Characteristic of children with a positive attitude towards school, but a greater focus on external school attributes (score 20 points);

c) game situations - a swing in the school yard, a playroom, toys and other objects standing in the classroom (for example, a TV set, flowers on the window, etc.). Characteristic of children with a positive attitude towards school, but the predominance of game motivation (score 10 points).

When studying the school motivation of students, drawings on a school theme in various versions can be offered to children several times during the school year. For greater reliability in assessing children's drawings during the survey, it is advisable to ask the child what he depicted, why he drew this or that object, this or that situation.

Sometimes, according to the drawings of children, one can judge not only the level of educational motivation, but also the most attractive aspects of school life for him.

So, for example, schoolchildren with psychomotor disinhibition, increased motor activity often depict a game of football in a physical education lesson, fights with children at recess, draw a class in which everything is turned upside down, etc.

Sensitive, sentimental children necessarily include decorative elements in the drawing (ornament, flowers, small details of the classroom interior, etc.).

Questionnaire for assessing the level of school motivation

Target: Determination of the level of school motivation, reflecting the attitude of children to school, to the educational process, their emotional reactions to the school situation.

SUBMISSION OF THE QUESTIONNAIRE

This questionnaire can be used for individual examination of the child, and can also be used for group diagnostics. There are two possible presentation options.

1. The questions are read aloud by the experimenter, the answers are offered, and the children (or the child) must write the answers they choose.

2. The printed questionnaires are distributed to all students, and the experimenter asks them to mark the appropriate answers.

Each option has its own advantages and disadvantages. In the first option, the lie factor is higher, since children are more guided by norms and rules, since they see an adult asking questions in front of them. The second version of the presentation allows you to get more sincere answers, but this method of questioning is difficult in the first grade, since children still do not read well.

The questionnaire allows repeated surveys, which makes it possible to assess the dynamics of school motivation. A decrease in the level of school motivation can serve as a criterion for a child's school maladaptation, and its increase can be a positive trend in the learning and development of a younger student.

QUESTIONNAIRE

1. Do you like school?

Not really

I do not like

2. When you wake up in the morning, are you always happy to go to school or do you often feel like staying at home?

- want to stay at home more

- it's not always the same

I go with joy

3. If the teacher said that tomorrow it is not necessary for all students to come to school, that those who wish can stay at home, would you go to school or stay at home?

Don't know

Would stay at home

I would go to school

4. Do you like it when you cancel some classes?

I do not like

- it's not always the same

5. Would you like to not be assigned homework?

I would like to

Wouldn't like

Don't know

6. Would you like the school to have only changes?

Don't know

Wouldn't like

I would like to

7. Do you often tell your parents about school?

Often

Rarely

I don't tell

8. Would you like to have a less strict teacher?

I do not know for sure

I would like to

Wouldn't like

9. Do you have many friends in your class?

Few

A lot of

No friends

10. Do you like your classmates?

Not really

Do not like

To differentiate children according to the level of school motivation, a system of scoring was developed:

- the child's response, indicating his positive attitude towards school and his preference for learning situations, is estimated at three points;

- a neutral answer (“I don’t know”, “it happens differently”, etc.) is estimated at one point;

- the answer that makes it possible to judge the negative attitude of the child to a particular school situation is estimated at zero points.

There were no scores of two points, since mathematical analysis showed that with scores of zero, one, three points, a more reliable division of children into groups with high, medium and low motivation is possible.

Differences between the selected groups of children were assessed by the Student's criterion, and five main levels of school motivation were established.

First level. 25-30 points - a high level of school motivation, learning activity.

Such children have a cognitive motive, the desire to most successfully fulfill all the requirements of the school. Students clearly follow all the instructions of the teacher, are conscientious and responsible, they are very worried if they receive unsatisfactory grades. In drawings on a school theme, they depict the teacher at the blackboard, the process of the lesson, educational material, etc.

Second level. 20-24 points - good school motivation.

Most of the primary school students who successfully cope with educational activities have similar indicators. In drawings on a school theme, they also depict learning situations, and when answering questions, they show less dependence on strict requirements and norms. This level of motivation is the average norm.

Third level. 15–19 points - a positive attitude towards the school, but the school attracts such children in extracurricular activities.

Such children feel quite well at school, but they go to school more often to communicate with friends, with a teacher. They like to feel like students, have a beautiful portfolio, pens, notebooks. Cognitive motives in such children are formed to a lesser extent, and the educational process does not attract them much. In drawings on a school theme, such students depict, as a rule, school situations, but not educational situations.

Fourth level. 10–14 points - low school motivation.

These children attend school reluctantly, prefer to skip classes. In the classroom, they often engage in extraneous activities, games. Experience serious learning difficulties. They are in a state of unstable adaptation to school. In drawings on a school theme, such children depict game plots, although they are indirectly connected with the school.

Fifth level. Below 10 points - a negative attitude towards school, school maladaptation.

Such children experience serious learning difficulties: they do not cope with educational activities, experience problems in communicating with classmates, in relationships with the teacher. School is often perceived by them as a hostile environment, where they find it unbearable to stay. Small children (5-6 years old) often cry, ask to go home. In other cases, students may show aggression, refuse to complete tasks, follow certain norms and rules. Often these students have neuropsychiatric disorders. The drawings of such children, as a rule, do not correspond to the proposed school theme, but reflect the individual preferences of the child.

These quantitative assessments were compared with other indicators of the child’s mental development, and were also compared with such objective indicators as the child’s academic performance in various subjects, his position in the group and the characteristics of relationships with children and the teacher, behavioral characteristics, health dynamics, etc. Such a comparison made it possible to single out these five groups of schoolchildren.

KEY

The number of points that can be obtained for each of the three answers to the questionnaire questions.

M. Luscher's eight-color test (Volnefer's modification)

Target: The study of the emotional and functional state of students.

Materials and equipment: M. Luscher color cards.

Instruction:“Look carefully at these eight cards. Choose the most attractive, pleasant color for you at the moment. Try not to associate color with any things: the color of clothes, cars, walls, etc. Choose the color that suits you best. Write it down with the number that it is marked with. (Gray - 0, dark blue - 1, green - 2, orange-red - 3, yellow - 4, purple - 5, brown - 6, black - 7). Okay, now choose the prettiest color from the rest. Write down his number, separated by commas. This instruction is repeated until all colors have been selected.

Results processing: For each individual choice, the following indicators are calculated: fatigue, stress, anxiety, tension.

Anxiety present if blue (1) comes before yellow (4). If 4 comes before 1, then anxiety is not expressed. If yellow is immediately after blue - 1.4, then the alarm indicator is 3. If there is another color between blue and yellow, then 1 is added to 3 and the alarm indicator is already 4. If there are two colors between 1 and 4 , then 2 is added to 3 and the anxiety indicator is 5. Thus, when calculating the anxiety indicator, it is necessary to add the number of colors between 1 and 4 to 3. The minimum alarm indicator is 3, the maximum is 9.

Fatigue expressed if green (2) comes before red (3). If red is in front of green, then there is no fatigue. If red is immediately after green - 2.3, then the fatigue indicator is 2. If there is another color between green and red, then 1 is added to 2 and the fatigue indicator is already 3. Thus, when calculating the fatigue indicator, it is necessary to add to 2 the number of colors between green and red (2 and 3). The minimum fatigue score is 2, the maximum is 8.

Voltage determined by counting the number of colors between brown and purple. If purple is immediately after brown - 6.5, then the voltage indicator is 2. If there are other colors between brown and purple, the number of colors between 6 and 5 is added to 2. Thus, the minimum voltage indicator is 2, the maximum is 8 .

Stress is calculated in a similar way, determining the number of colors between black and gray (7 and 0). The minimum stress score is 1, the maximum is 7.

Schematically, it looks like this:

1 4 +3 MAX=9 Alarm

2 3 +2 MAX=8 Fatigue

7 0 +1 MAX=7 Stress

The results of the technique are entered in the table:

No. of students

Anxiety

Fatigue

Voltage

Stress

At the end of the table, each column calculates the percentage of students who score on those characteristics. The autogenous norm is determined in the absence of anxiety, tension, fatigue and stress in the student.

The emotional and functional state of students of educational institutions is the degree of severity of indicators of anxiety, mental tension, fatigue and stress, as well as an indicator of the autogenic norm (the proportion of subjects who are in a satisfactory condition). These characteristics make it possible to judge the motivational readiness of children for learning, their ability to effectively organize their own activities, control their own behavior and emotional manifestations.

Anxiety is a tendency to experience pointless fear, this condition occurs in situations of uncertain danger and manifests itself in anticipation of an unfavorable development of events.

Psychological stress is a condition that occurs in response to a variety of extreme exposures. Psychological stress can have both a positive mobilizing and a negative impact on learning motivation and activity.

Mental stress is considered as a state of anticipation of the unfavorable development of events for a person and may be accompanied by anxiety and fears. The presence of tension in a certain part of the students indicates the mobilization of efforts to overcome difficult situations (control, exams). Tension also indicates motivation to overcome these difficulties. If adults (teachers, parents) stimulate this tension for a long time, then it turns into psychological fatigue, apathy. This indicates insufficient use in the pedagogical process of alternating tension with relaxation in the activities of students. The consequence of this is a decrease in motivation for learning as a protective reaction of the body.

An increase in indicators of anxiety and fatigue among first-graders indicates difficulties in adaptation; children in such a situation require increased attention from teachers and a psychologist.

The autogenic norm reflects the number (in percentage terms) of subjects whose emotional state is characterized by balance and relative calm, i.e. lack of indicators of anxiety, stress, fatigue and tension.

4. Methodology "Ladder" (Shchur V.G., Methodology for studying the child's ideas about the relationship of other people to him/Psychology of personality: theory and experiment, M., 1982.)

Target: to determine the features of the child's self-esteem (as a general attitude towards himself) and the child's ideas about how other people evaluate him.

Materials and equipment: We draw a ladder of 10 steps on a piece of paper.

Instruction: We show the child a ladder and say that the worst boys and girls are on the lowest step. On the second - a little better, but on the top step are the nicest, kindest and smartest boys and girls. What step would you place yourself on? Draw yourself on this step. You can draw 0 if it is difficult for a child to draw a little man. And what will your mother, teacher put you on?

Processing and analysis of results:

Attention is drawn to which step the child has placed himself on. It is considered normal if children put themselves on the “very good” and even “best” children. The position on any of the lower steps (and even more so on the lowest one) does not indicate an adequate assessment, but a negative attitude towards oneself, self-doubt. This is a serious violation of the personality structure, which can lead to depression, asociality.

The attitude of parents to the child and their requirements are indicated by the answers to the question of where adults will put them. For a child to feel secure, it is important that someone put him on the highest rung.

A sign of trouble, both in the structure of the child's personality and in his relations with close adults, are the answers in which they put him on the lower steps. However, when answering the question: “Where will the teacher put you?” - placement on one of the lower steps is normal and can serve as evidence of adequate, correct self-esteem, especially if the child is really misbehaving and often receives comments from the caregiver.

In senior preschool and primary school age, the vast majority of children consider themselves "good" and place themselves on the top rung of the ladder. At the same time, as the data of V.G. Shchur show, children who put themselves on the highest rung (i.e., ranked themselves among the best) are almost never able to substantiate such a self-assessment. Children, who did not consider themselves the best, approached their assessment of themselves more objectively and critically and explained their choice with various reasons, for example: “I still sometimes indulge”, “I ask a lot of questions”, etc.

As a rule, the attitude of other people towards the child is perceived by him quite differently: children believe that close adults (mother, father, grandfather, grandmother, and also the teacher) treat them differently.

The most important thing for understanding the self-esteem that has developed in a child is the ratio of assessments “for himself” and “for his mother”. A safe option is when the children believe that their mother will put them at the very top of the ladder, and they put themselves a little lower - on the second or third step from the top. Such children, feeling firm support from the most significant adults, have already developed the ability to be quite critical in evaluating themselves as individuals. The author of the methodology calls them "the most prosperous."

Another option is that the high opinion of the child about himself coincides with the opinion of the mother. This situation may be typical for children:

- really prosperous;

- infantile (all ratings are placed on the highest rung, but there are no well-grounded, detailed formulations explaining such an attribution);

- "compensating" (wishful thinking).

And one more option - children put themselves higher than they think their mother would put. The author of the methodology considers such a situation unfavorable for the development of the child's personality, since the discrepancy in assessments is noticed by the child and carries a terrible meaning for him - they do not like him. According to V.G.Shchur, the low assessment by the mother predicted by the child in many cases is associated with the presence of smaller children in the family, who, according to the subjects, will be placed by the mother on the highest step.

At the same time, it is extremely important for such children that their position on the top step be supported by one of the adults. In this situation, it is advisable to ask the question: “Which of your relatives will still put you on the very top step?” And, as a rule, each child has one of the people around him, for whom he is “the best”. Most often, this is dad or grandparents, even if the child meets them quite rarely.

If children do not expect high marks from any of their close adults, they declare that a friend or girlfriend will put them on the highest step.

For younger students, it is also important to find out the teacher's predicted assessment by the child and analyze the child's explanations about this.

1-4 step - low level of self-esteem (low);

5-7 step - the average level of self-esteem (correct);

8-10 step - a high level of self-esteem (overestimated).

Similarly, you can ask the child to evaluate such characteristics as "smart - stupid", "kind - evil", etc.

Task "Mittens" (method G.A. Zuckerman)

Target: identification of the level of formation of actions to coordinate efforts in the process of organizing and implementing cooperation (cooperation).

Assessed universal learning activities: communicative activities.

Age: 6.5-7 years.

Assessment method: observing the interaction of students working in pairs in the classroom and analyzing the result.

Description of the task: children sitting in pairs are given one image of a mitten each and asked to decorate them in the same way, that is, so that they make up a pair. Children can come up with a pattern themselves, but first they need to agree among themselves which pattern they will draw. Each pair of students receives an image of mittens in the form of a silhouette (on the right and left hands) and the same sets of colored pencils.

Evaluation criteria:

The productivity of joint activities is assessed by the degree of similarity of patterns on mittens;

The ability of children to negotiate, come to a common decision, the ability to convince, argue, etc.;

Mutual control in the course of performing activities: do children notice each other's deviations from the original plan, how they react to them;

Mutual assistance in the course of drawing;

Emotional attitude to joint activities: positive (they work with pleasure and interest), neutral (they interact with each other out of necessity) or negative (ignore each other, quarrel, etc.).

Assessment levels:

1. Low level: patterns clearly dominated by differences or no similarities at all. Children do not try to agree, everyone insists on his own.

2. Medium level: partial similarity - individual features (color or shape of some details) are the same, but there are also noticeable differences.

3. High level: the mittens are decorated with the same or very similar pattern. Children are actively discussing a possible pattern; come to an agreement on how to color the mittens; compare methods of action and coordinate them, building a joint action; monitor the implementation of the adopted plan.

Methodology "Ladder" (Shchur V.G., Methodology for studying the child's ideas about other people's attitudes towards him/Psychology of personality: theory and experiment, M., 1982.)

M. Luscher's eight-color test (Volnefer's modification).

Methodology "Studying self-regulation" (U. V. Ul'enkova, 1994)

Assessment of school motivation (Luskanova N.G. Methods for studying children with learning difficulties. - M., 1999.)

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Psychological diagnostics of the formation of universal educational activities in first-graders

M. Luscher's eight-color test (Volnefer's modification)

Target: The study of the emotional and functional state of students.

Materials and equipment:M. Luscher color cards.

Instruction: “Look carefully at these eight cards. Choose the most attractive, pleasant color for you at the moment. Try not to associate color with any things: the color of clothes, cars, walls, etc. Choose the color that suits you best. Write it down with the number that it is marked with.(Gray - 0, dark blue - 1, green - 2, orange-red - 3, yellow - 4, purple - 5, brown - 6, black - 7).Okay, now choose the prettiest color from the rest. Write down his number, separated by commas. This instruction is repeated until all colors have been selected.

Results processing:For each individual choice, the following indicators are calculated: fatigue, stress, anxiety, tension.

Anxiety present if blue (1) comes before yellow (4). If 4 comes before 1, then anxiety is not expressed. If yellow is immediately after blue - 1.4, then the alarm indicator is 3. If there is another color between blue and yellow, then 1 is added to 3 and the alarm indicator is already 4. If there are two colors between 1 and 4 , then 2 is added to 3 and the anxiety indicator is 5. Thus, when calculating the anxiety indicator, it is necessary to add the number of colors between 1 and 4 to 3. The minimum alarm indicator is 3, the maximum is 9.

Fatigue expressed if green (2) comes before red (3). If red is in front of green, then there is no fatigue. If red is immediately after green - 2.3, then the fatigue indicator is 2. If there is another color between green and red, then 1 is added to 2 and the fatigue indicator is already 3. Thus, when calculating the fatigue indicator, it is necessary to add to 2 the number of colors between green and red (2 and 3). The minimum fatigue score is 2, the maximum is 8.

Voltage determined by counting the number of colors between brown and purple. If purple is immediately after brown - 6.5, then the voltage indicator is 2. If there are other colors between brown and purple, the number of colors between 6 and 5 is added to 2. Thus, the minimum voltage indicator is 2, the maximum is 8 .

Stress is calculated in a similar way, determining the number of colors between black and gray (7 and 0). The minimum stress score is 1, the maximum is 7.

Schematically, it looks like this:

1 4 +3 MAX=9 Alarm

2 3 +2 MAX=8 Fatigue

7 0 +1 MAX=7 Stress

The results of the technique are entered in the table:

Anxiety is a tendency to experience pointless fear, this condition occurs in situations of uncertain danger and manifests itself in anticipation of an unfavorable development of events.

An increase in indicators of anxiety and fatigue among first-graders indicates difficulties in adaptation; children in such a situation require increased attention from teachers and a psychologist.

2. Methodology "Ladder" (Shchur V.G., Methodology for studying the child's ideas about other people's attitudes towards him/Psychology of personality: theory and experiment, M., 1982.)

Target: to determine the features of the child's self-esteem (as a general attitude towards himself) and the child's ideas about how other people evaluate him.

Materials and equipment:We draw a ladder of 10 steps on a piece of paper.

Instruction: We show the child a ladder and say that the worst boys and girls are on the lowest step. On the second - a little better, but on the top step are the nicest, kindest and smartest boys and girls. What step would you place yourself on? Draw yourself on this step. You can draw 0 if it is difficult for a child to draw a little man.And what will your mother, teacher put you on?

Another option is that the high opinion of the child about himself coincides with the opinion of the mother. This situation may be typical for children:

Really prosperous;

Infantile (all ratings are placed on the highest step, but there are no reasonable, detailed formulations explaining such an attribution);

- "compensating" (wishful thinking).

If children do not expect high marks from any of their close adults, they declare that a friend or girlfriend will put them on the highest step.

For younger students, it is also important to find out the teacher's predicted assessment by the child and analyze the child's explanations about this.

1-4 step - low level of self-esteem (low);

5-7 step - the average level of self-esteem (correct);

8-10 step - a high level of self-esteem (overestimated).

Similarly, you can ask the child to evaluate such characteristics as "smart - stupid", "kind - evil", etc.

3. Methodology "Study of self-regulation" (U. V. Ul'enkova, 1994)

Target: determination of the level of formation of self-regulation in intellectual activity.

Equipment: sample with the image of sticks and dashes (/-//-///-/) on a notebook sheet in a ruler, a simple pencil.

Research order:The subject is offered for 15 minutes on a notebook sheet to write sticks and dashes in a ruler as shown in the sample, while observing the rules: write sticks and dashes in a certain sequence, do not write in the margins, correctly transfer characters from one line to another, write not on every line, but one after the other.

Processing and analysis of results:The level of formation of self-regulation in intellectual activity is determined. It is one of the components of the general ability to learn.

1 level. The child accepts the task completely, in all components, keeps the goal until the end of the lesson; works with concentration, without being distracted, at approximately the same pace; works mostly accurately, if it makes individual errors, then during the check it notices and independently eliminates them; does not rush to hand over the work immediately, but once again checks what is written, makes corrections if necessary, does everything possible so that the work is not only done correctly, but also looks neat and beautiful.

2nd level. The child accepts the task completely, keeps the goal until the end of the lesson; makes a few mistakes in the course of work, but does not notice and does not independently eliminate them; does not eliminate errors and in the time specially allotted for checking at the end of the lesson, is limited to a cursory review of what was written, he does not care about the quality of the work, although he has a general desire to get a good result.

3rd level. The child accepts the goal of the task in part and cannot keep it in its entirety until the end of the lesson; therefore writes signs randomly; in the process of work, he makes mistakes not only because of inattention, but also because he did not remember some rules or forgot them; does not notice his mistakes, does not correct them either in the course of work or at the end of the lesson; at the end of the work does not show a desire to improve its quality; completely indifferent to the result.

4th level. The child accepts a very small part of the goal, but loses it almost immediately; writes characters in random order; does not notice and does not correct mistakes, does not use the time allotted for checking the completion of the task at the end of the lesson; at the end immediately leaves the work without attention; indifferent to the quality of the work performed.

Level 5 The child does not accept the task at all in terms of content, moreover, more often he does not understand at all that some kind of task has been set for him; at best, he catches from the instructions only that he needs to act with a pencil and paper, tries to do this by writing or painting the sheet as he will, without recognizing either margins or lines; there is no need to even talk about self-regulation at the final stage of the lesson.

4. Assessment of school motivation (Luskanova N.G. Methods for studying children with learning difficulties. - M., 1999.)

Children's drawings are used at the beginning of the year, and a questionnaire is used at the end of the year.

Projective drawing "What do I like at school?"

PURPOSE: the technique reveals the attitude of children to school and the motivational readiness of children to study at school.

INSTRUCTIONS: “Children, draw what you like most about school. You can draw whatever you want. Draw as best you can, no marks will be given.

SCHEME OF ASSESSMENT OF CHILDREN'S DRAWINGS

The following indicators are evaluated.

1. Compliance with a given topic.

2. Plot (what exactly is depicted).

3. Dimensions of the drawing and individual parts.

4. Color solution.

5. Image dynamics.

6. The correctness of the drawing.

7. Completeness of the drawing.

The technique and manner of execution of the drawing are taken into account if they testified to some psychological properties of the students.

An approximate scheme for evaluating children's drawings on the topic "What I like at school."

1. Inconsistency with the topic indicates:

If the figure does not correspond to a given topic, then 0 points are assigned during quantitative processing.

2. Compliance with the given topic indicates the presence of a positive attitude towards the school, while taking into account the plot of the picture, that is, what exactly is depicted:

Sometimes, according to the drawings of children, one can judge not only the level of educational motivation, but also the most attractive aspects of school life for him.

Sensitive, sentimental children necessarily include decorative elements in the drawing (ornament, flowers, small details of the classroom interior, etc.).

Questionnaire for assessing the level of school motivation

Target: Determination of the level of school motivation, reflecting the attitude of children to school, to the educational process, their emotional reactions to the school situation.

SUBMISSION OF THE QUESTIONNAIRE

This questionnaire can be used for individual examination of the child, and can also be used for group diagnostics. There are two possible presentation options.

1. The questions are read aloud by the experimenter, the answers are offered, and the children (or the child) must write the answers they choose.

2. The printed questionnaires are distributed to all students, and the experimenter asks them to mark the appropriate answers.

QUESTIONNAIRE

1. Do you like school?

Not really

I do not like

2. When you wake up in the morning, are you always happy to go to school or do you often feel like staying at home?

More like to stay at home

It's not always the same

I go with joy

3. If the teacher said that tomorrow it is not necessary for all students to come to school, that those who wish can stay at home, would you go to school or stay at home?

Don't know

Would stay at home

I would go to school

4. Do you like it when you cancel some classes?

I do not like

It's not always the same

5. Would you like to not be assigned homework?

I would like to

Wouldn't like

Don't know

6. Would you like the school to have only changes?

Don't know

Wouldn't like

I would like to

7. Do you often tell your parents about school?

Often

Rarely

I don't tell

8. Would you like to have a less strict teacher?

I do not know for sure

I would like to

Wouldn't like

9. Do you have many friends in your class?

Few

A lot of

No friends

10. Do you like your classmates?

Not really

Do not like

To differentiate children according to the level of school motivation, a system of scoring was developed:

The child's response, indicating his positive attitude towards school and his preference for learning situations, is estimated at three points;

A neutral answer (“I don’t know”, “It happens differently”, etc.) is scored as one point;

The answer that makes it possible to judge the negative attitude of the child to a particular school situation is estimated at zero points.

Differences between the selected groups of children were assessed by the Student's criterion, and five main levels of school motivation were established.

First level. 25-30 points - a high level of school motivation, learning activity.

Second level. 20-24 points - good school motivation.

Third level. 15–19 points - a positive attitude towards the school, but the school attracts such children in extracurricular activities.

Fourth level. 10–14 points - low school motivation.

Fifth level. Below 10 points - a negative attitude towards school, school maladaptation.

KEY

The number of points that can be obtained for each of the three answers to the questionnaire questions.

The child is shown a Christmas tree made up of three green triangles of different sizes pasted on a sheet of writing paper (large - 32 cm2, medium - 16 cm2, small - 8 cm2), "planted on the trunk" - a brown rectangle. The figurines are glued on subject to the following rules, which are not specifically mentioned to the child: 1) each figurine is assigned a strictly defined place; 2) the “trunk”-rectangle serves as the base for the Christmas tree; 3) in the direction from the trunk to the top, the triangles are glued in decreasing size; 4) in the direction from the top to the trunk - in increasing magnitude.

The child is told: “Take a good look at how this Christmas tree is composed, and make (compose) exactly the same Christmas tree on this sheet of paper. Here's some figurines and a piece of paper."

The child should make a Christmas tree under circumstances that somewhat complicate his actions: he was deliberately offered two sets of figures, each of which was identical to the one pasted on the sheet, and it was necessary to fold only one Christmas tree: “Choose suitable ones from these figures, such as here, and do , they told him.

At the end of the work, the child is asked the following questions: 1) Do you like your work? 2) Why do you like (dislike) her? 3) Did you get exactly the same Christmas tree? 4) Why do you think so? 5) Tell me how to make such a Christmas tree: what rules should be followed?

Series 2

Technique "Drawing flags"

Progress

Unlike the previous one, this task, in terms of complexity, is designed for the age group preparatory to school: it was dominated not by the sensory component, but by the logical one; it required from the child more strenuous manual labor, albeit for a relatively short time - within 15 minutes, orientation on a sheet of paper lined in a box, hatching skills.

The child was asked to consider a sample task - colored flags were drawn on a double notebook sheet lined in a box, subject to the following rules: 1) the leg of the flag occupies three cells, the flag - two; 2) the distance between two adjacent flags is two cells; 3) the distance between the lines is two cells; 4) flags are drawn with alternating red and green colors; 5) the leg of the flag is brown.

Then he was given the following instructions: “Look, colored flags are drawn on this piece of paper. You have the same piece of paper, here are colored pencils. Draw on your piece of paper exactly the same flags as here. Look carefully at my work and do exactly the same. You can look at it while drawing, I won't remove it. Draw until I say, "That's enough, put down the pencil." Now draw!"

At the end of the work, as in the previous lesson, each child was asked the following questions: 1) Do you like your work? 2) Why do you like (dislike) her? 3) Did everything turn out the way it is shown here? 4) Why do you think so? 5) Tell me how to draw.

Methodology "Drawing a forester's house" Progress of work

In front of the child is a sheet of paper, colored pencils. He is offered to draw a forester's house, they give the following instruction: “Draw a forester's house at the forest edge. The house is small, bright, it can be seen from afar. You can draw it however you want, but remember that you must draw it. Remember: 1) the roof of the house is red; 2) the house itself is yellow; 3) his door is blue; 4) there is a bench near the house, it is also blue; 5) in front of the house - two small Christmas trees; 6) one Christmas tree - behind the house. Around the house you can draw green grass and whatever you want.

The instruction is given twice, and then the child is offered to repeat it to himself and only after that start drawing. “Now draw!” the experimenter tells him. “When I say: “Put down the pencils, that’s enough,” you will stop drawing.”

The protocol records the features of the child's orientation to the task, attitude towards it, features of inclusion in work, the sequence and nature of actions (indicative, working, controlling), behavioral features (attitude to the process of activity, questions, statements, corrections, additions, etc.). ), the quality of the result.

The features of children's verbalization of tasks are judged both by their practical actions and by a verbal report about them. In the course of the conversation, based on the results of the lesson, it turns out to what extent the child took into account the requirements of the instruction when assessing the result he achieved. He is asked the following questions and in this order: 1) Do you like your drawing? 2) Why do you like (dislike) him? 3) Do you have everything right, what was it necessary to draw? 4) Why do you think so? 5) Please repeat the task that was given to you. 6) Do you have everything drawn like that?

Target: revealing the level of attention and self-control.

Estimated UUDs: regulatory control actions (planning).

Grading method: frontal written survey.

Instruction: Read the text, check it, correct the mistakes.

Evaluation criteria: the number of missed errors is counted. The researcher should pay attention to the number of missed errors: omission of words in a sentence, letters in a word, substitution of letters, continuous spelling of a word with a preposition, semantic errors, etc.

Attention levels:

0-2 missed errors - high level of attention.

3-4 - average level of attention;

More than 5 - low level of attention.

Text

There are a lot of carrots in the garden. They didn’t breed near Moscow, but now they breed. Vanya ran across the field, but suddenly stopped. There were a lot of eggs on the Christmas tree. Hunter in the evening from hunting. Rai's grades are good. The children were playing in the playground. The boy raced on a horse. A grasshopper chirps in the grass. In winter, an apple tree bloomed in the garden.

3. Methodology "Studying self-regulation" (according to U.V. Ul'enkova) Target: determination of the level of formation of self-regulation in intellectual activity. Equipment: a sample with the image of sticks and dashes (/-//-///-/) on a notebook sheet in a ruler, a simple pencil. Research order . The subject is offered to write sticks and dashes in a ruler for 15 minutes on a notebook sheet as shown in the sample, while observing the rules: write sticks and dashes in a certain sequence, do not write in the margins, correctly transfer characters from one line to another , write not on each line, but through one. In the protocol, the experimenter fixes how the task is accepted and performed - completely, partially or not accepted, not performed at all. It also fixes the quality of self-control in the course of the task (the nature of the mistakes made, the reaction to errors, i.e. notices or does not notice, corrects or does not correct them), the quality of self-control in evaluating the results of activities (it tries to thoroughly check and checks, is limited to a cursory view, generally does not review the work, but gives it to the experimenter immediately upon completion). The study is carried out individually. Processing and analysis of results. The level of formation of self-regulation in intellectual activity is determined. This is one of the components of the general ability to learn. 1 level The child accepts the task completely, in all components, keeps the goal until the end of the lesson; works with concentration, without being distracted, approximately at the same pace; works mostly accurately, if it makes some errors, then during the check it notices and independently eliminates them; not in a hurry to hand over the work immediately, but once again checks what is written, makes corrections if necessary, does everything possible so that the work is done not only correctly, but also looks neat, beautiful. 2 level The child accepts the task completely, keeps the goal until the end of the lesson; makes a few mistakes in the course of work, but does not notice and does not independently eliminate them; does not eliminate errors and in the time specially allotted for checking at the end of the lesson, is limited to a cursory review of what was written, he does not care about the quality of the work, although he has a general desire to get a good result. 3 level The child accepts the goal of the task in part and cannot keep it in its entirety until the end of the lesson; therefore writes signs randomly; in the process of work, he makes mistakes not only because of inattention, but also because he did not remember some rules or forgot them; does not notice his mistakes, does not correct them either in the course of work or at the end of the lesson; at the end of the work does not show a desire to improve its quality; generally indifferent to the result. 4th level The child accepts a very small part of the goal, but loses it almost immediately; writes characters in random order; does not notice and does not correct mistakes, does not use the time allotted for checking the completion of the task at the end of the lesson; at the end immediately leaves the work without attention; indifferent to the quality of the work done. 5th level The child does not accept the task at all in terms of content, moreover, more often he does not understand at all that some kind of task has been set for him; at best, he catches from the instructions only that he needs to act with a pencil and paper, tries to do this by writing or painting the sheet as it turns out, while not recognizing either margins or lines; it is not even necessary to talk about self-regulation at the final stage of the lesson.4. Tasks from various subject areas. For example: Arrange the order of actions and write in the missing numbers (Istomina N.B. Mathematics: a workbook for a textbook for grade 3 general educational institutions. In 2 hours, Part 2. - Smolensk: Association 21st century, 2010. Consider a table with numerical write down the names of volcanoes in descending order of their height.(Matveeva N.V. Informatics and ICT: workbook for grade 3. Part 2. - M .: BINOM. Knowledge Lab, 2010

Cognitive UUD

1. Methodology "Logical tasks"

The technique was developed by A. 3. Zak and is intended for diagnosing the level of formation of theoretical analysis and an internal plan of action in younger students. The results of the study make it possible to establish the degree of development of the theoretical method of solving problems as a whole, to draw a conclusion about the features of the formation in a child of such an intellectual skill as reasoning, that is, how a child can draw conclusions based on the conditions that are offered to him as initial ones, without attracting other considerations related to the situational rather than the content side of the conditions.

The technique can have both individual and frontal use.
Estimated running time: 30-35 minutes.

Instructions to the examinees:

"You are given sheets with the conditions of 22 problems. Look at them. The first four problems are simple: to solve them, it is enough to read the condition, think and write in the answer the name of only one person, the one who, in your opinion, will be the funniest, strongest or the fastest of those mentioned in the problem.

Now look at problems 5 to 10. They use artificial words, meaningless letter combinations. They replace our usual words. In problems 5 and 6, meaningless letter combinations (for example, naee) denote words such as more fun, faster, stronger, etc. In problems 7 and 8, artificial words replace ordinary people's names, and in problems 9 and 10 they replace everything. When you solve these six problems, you can "in your mind" (to yourself) substitute clear, ordinary words for meaningless words. But in the answers of tasks 7 to 10, you need to write a meaningless word that replaces the name of a person.

Next come problems 11 and 12. These problems are "fabulous", because they tell something strange, unusual about animals known to all of us. These tasks must be solved using only the information about animals that is given in the condition of the tasks.

In problems 13 to 16, you need to write one name in the answer, and in problems 17 and 18 - whoever thinks it is correct: either one name or two. In problems 19 and 20, it is mandatory to write only two names in the answer, and in the last two problems - 21 and 22 - three names, even if one of the names is repeated.

Presentation tasks:

1. Tolya is more fun than Katya. Katya is more cheerful than Alik. Who is the funniest of all?
2. Sasha is stronger than Vera. Faith is stronger than Lisa. Who is the weakest of all?
3. Misha is darker than Kolya. Misha is lighter than Vova. Who is the darkest of all?
4. Faith is harder than Katya. Faith is easier than Olya. Who is the lightest?

5. Katya is more than Lisa. Lisa is more than Lena. Who is on it all?
6. Kohl tprk than Dima. Dima tprk than Borya. Who is everyone?

7. Prsn is more fun than ldvk. Prsn is sadder than Qvshr. Who is the saddest of all?
8. Vsnk is weaker than Rpnt. Snp is stronger than Sptv. Who is the weakest of all?

9. Mprn is better than Nvrk. Nvrk is smaller than Gshds. Who is the best of all?
10. Vshfp klmn than Dvts. Dvts klmn than Pnchb. Who is the klmn of all?

11. A dog is lighter than a beetle. A dog is heavier than an elephant. Who is the lightest?
12. A horse is lower than a fly. The horse is taller than the giraffe. Who is the highest?

13. Popov is 68 years younger than Bobrov. Popov is 2 years older than Semyonov. Who is the youngest?
14. Utkin is 3 kg lighter than Gusev. Utkin is 74 kg heavier than Komarov. Who is the heaviest of all?
15. Masha is much weaker than Lisa. Masha is a little stronger than Nina. Who is the weakest of all?
16. Vera is a little darker than Lyuba. Vera is a little darker than Katya. Who is the darkest of all?

17. Petya is slower than Kolya. Vova is faster than Petya. Who quickly?
18. Sasha is heavier than Misha. Dima is easier than Sasha. Who is easier?

19. Vera is more fun than Katya, and easier than Masha. Vera is sadder than Masha, and harder than Katya. Who is the saddest and the heaviest?
20. Rita is darker than Lisa and younger than Nina. Rita is lighter than Nina and older than Lisa. Who is the darkest and youngest?

21. Julia is more fun than Asya. Asya is lighter than Sonya. Sonya is stronger than Yulia. Julia is heavier than Sonya. Sonya is sadder than Asya. Asya is weaker than Yulia. Who is the funniest, the lightest and the strongest?
22. Tolya is darker than Misha. Misha is younger than Vova. Vova is lower than Tolya. Tolya is older than Vova. Vova is lighter than Misha. Misha is taller than Tolya. Who is the lightest, who is the oldest and who is the tallest?

Right answers:
1. Tolya.
2. Lisa.
3. Vova.
4. Katya.
5. Katya.
6. Kohl.
7. Ldvk.
8. Sptv.
9. Mprn.
10. Vshfp.
11. Elephant.
12. Fly.
13. Semenov.
14. Gusev.
15. Nina.
16. Faith.
17. Kolya and Vova.
18. Dima and Misha.
19. Katya, Masha.
20. Nina, Lisa.
21. Julia, Asya, Sonya.
22. Vova, Tolya, Misha.

Research results

1. The level of development of the ability to understand the learning task

Correctly solved 11 problems and more - a high level.
From 5 to 10 tasks - the average level.
Less than 5 tasks - low level.

2. The level of development of the ability to plan their actions.

Correctly solved all 22 tasks - a high level.
The last 4 (i.e. 18-22) are not solved - the average level.
Less than 10 tasks - low level.
Only tasks 1 and 2 have been solved - the child is able to act "in the mind" to a minimum extent.
Only the first task has been solved - he does not know how to plan his actions, he finds it difficult even to replace in his "mind" the given ratio of quantities by the inverse, for example, the ratio "more" to the ratio "less".

3. The level of development of the ability to analyze the conditions of the problem.

16 tasks and more were correctly solved, including tasks from 5 to 16, - a high level of development.
Problems from 5 to 16 are solved partially (half or more) - the average level.
Tasks from 5 to 16 are not solved - a low level of development, the child is not able to distinguish the structural commonality of the task, its logical connections.

3. Method "Finding schemes for tasks"

(according to A.N. Ryabinkina)

Target: determination of the student's ability to distinguish the type of task and

way to solve it.

modeling, cognitive logical and sign-symbolic actions.

Age: 7-9 years old.

Grading method: frontal survey or individual work with children.

Task description: the student is asked to find the appropriate diagram (Fig. 4, 5) for each task. In schemes

numbers are marked with letters. The following tasks are proposed:

1. Misha made 6 flags, and Kolya made 3 flags more. How many flags did Kolya make?

2. There are 4 books on one shelf and 7 more books on the other. How many books are on the two shelves?

3. At one stop, 5 people got off the bus, and at

the other 4 people came out. How many people got off the bus at two stops?

4. 10 athletes started the cycling race. During the competition, 3 athletes left the start. How many cyclists came to the finish line?

5. There are 12 stamps in the first album, 8 stamps in the second.

How many stamps are in two albums?

6. Masha found 7 chanterelles, and Tanya found 3 more chanterelles. How many mushrooms did Tanya find?

7. The bunny had 11 carrots. He ate 5 carrots in the morning. How many carrots does the bunny have for lunch?

8. 5 tulips grew on the first flower bed, on the second - on

4 more tulips than on the first one. How many tulips grew in two flower beds?

9. Lena has 15 notebooks. She gave 3 notebooks to her brother, and

they became equal number of notebooks. How many notebooks did your brother have?

10. There were 8 cars in the first garage. When 2 cars moved from it to the second garage, there were cars in the garages

equally. How many cars were in the second garage?

Evaluation criteria: the ability to highlight the structure of the task - the semantic units of the text and the relationship between them;

find a solution; correlate the elements of the schemes with the components of the tasks - the semantic units of the text; conduct a logical and quantitative analysis of the scheme.

Formation levels:

1. They do not know how to highlight the structure of the task; do not identify a schema appropriate for the task.

2. They highlight the semantic units of the text of the task, but find in these schemes their parts corresponding to the semantic

units.

3. The semantic units of the text of the task are singled out, the relations between them and find among these schemes the corresponding structure of the task.

Communicative UUD

1. Method "Carpet"

Target: studying the level of formation of the skills of group interaction of students in the situation of the presented educational task.

It is carried out collectively at the lesson of artistic work. Conducting at school hours is due to the fact that in the lesson, children most adequately take on the social role of a “student” and feel responsible for completing a certain task.

The teacher divides the children into 4 arbitrary teams that work at separate tables. On each table there are exactly the same set of various figures made of colored paper. This allows you to create equal working conditions for all groups.

Next, each team is invited to make one, common carpet. At the same time, the teacher demonstrates samples of several finished carpets. Based on the analysis of these samples, collectively with the children, common signs of any carpet are established, which at the same time for the students are the rules for performing work and means of control:

a) the presence of a central pattern;

b) the same design of the corners;

c) symmetrical arrangement of parts relative to the center. (Children get acquainted with the concept of symmetry in an accessible form in previous lessons in mathematics and design.)

Instruction: “In order to make the same beautiful carpets, you need to work together and harmoniously.”

The success of joint activities depends on how skillfully children can organize themselves, distribute responsibilities and agree among themselves. The execution time is the same for everyone.

At the end of the work, an exhibition of carpets is organized, during which children analyze their activities. A group discussion is held, the purpose of which is the organization of a reflexive and meaningful analysis of joint action. Teams discuss what worked and what didn't work, and the degree to which their product is fit for purpose.

2. The task "The road to the house" (modified version of the method

"Architect-builder")

Target: identification of the level of formation of action on

transfer of information and display of the subject content and conditions of activity.

Assessed universal learning activities: communicative and speech actions.

Age: 8-10 years old.

Grading method: observation of the process of joint activity of students in pairs and analysis of the result.

Task description: two children are seated opposite each other

friend at a table partitioned off by a screen (screen). to one

give a card with a line depicting the path to the house (Fig. 6, a),

to another - a card with landmarks-points (Fig. 6, b). The first child tells how to go to the house. The second tries to draw a line - the road to the house - according to his instructions.

He is allowed to ask any questions, but he is not allowed to look

on a road map. After completing the task, the children change roles, outlining a new path to the house.

(Fig. 6, in).

Evaluation criteria:

The productivity of joint activities is assessed

according to the degree of similarity of the drawn tracks with the samples;

The ability to build statements that are understandable for the partner, taking into account what he knows and sees and what he does not; in this case, it is sufficient to accurately, consistently and fully indicate the landmarks of the road trajectory;

The ability to ask questions in order to obtain the necessary information from a partner in activities with their help;

Methods of mutual control in the course of performing activities and mutual assistance;

Emotional attitude to joint activities:

positive (they work with pleasure and interest), neutral (they interact with each other out of necessity), negative.

Assessment levels:

1. Low level: patterns not built or not similar to

samples; instructions do not contain the necessary guidelines or

worded incomprehensibly; questions are not to the point or are formulated incomprehensibly for the partner.

2. Average level: there is at least a partial resemblance

patterns with samples; instructions reflect part of the necessary

landmarks; questions and answers are worded vaguely and

allow to obtain the missing information only in part; a partial understanding is reached.

3. High level: patterns match the samples; in the process of active dialogue, children reach mutual understanding and

exchange necessary and sufficient information to build patterns, in particular indicate the numbers of rows and columns of points through which the road runs; at the end, on their own initiative, they compare the result (the drawn road) with the sample.

3. "Dealing with situations"(adapted version of the projective technique of René Gilles).

Target: identification of the stability of the child's aggressive style of behavior, the type of reaction to frustration (intermediate diagnosis).

Children are offered the situation:

A classmate called you an offensive word. How will you act in this situation? Write.

For students who find it difficult to answer, the teacher can give an oral commentary on a possible answer: cry, push, call names, go complain, be offended, remain silent, and others.

Data processing.(a group of students with an aggressive style of behavior) allows you to identify children with persistent aggressive behavior in conflict situations.

The type of response to frustration is defined as follows:

a) active-aggressive (decisions to “shout”, “call names”, “get angry”, “beat” and the like),

b) passive-passive (“cry”, take offense, “puff up” and the like),

c) neutral, indifferent ("do not say anything", "do nothing", "shrug" and the like).

Date added: 2016-11-18

V. Rewrite the sentences and translate them into Russian, paying attention to the attributive and additional clauses.

And now attention: here is a way that will help you check for sure whether your problem is karmic or it is a combination of circumstances of a different nature.