Content Introduction Chapter 1 Theoretical foundations for the formation of universal educational activities among primary school students

Communicative universal actions provide social competence and consideration of the position of other people, a partner in communication or activity, the ability to listen and engage in dialogue, participate in a collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults.
Types of communicative actions:

• 
  planning educational cooperation with the teacher and peers - determining the purpose, functions of participants, ways of interaction;
  
• 
  posing questions - proactive cooperation in the search and collection of information;
  
• 
  conflict resolution - identification, identification of the problem, search and evaluation of alternative ways to resolve the conflict, decision-making and its implementation;
  
• 
  partner behavior management - control, correction, evaluation of partner actions;
  
• 
  the ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; possession of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.
  

Each time, drafting the next lesson, the teacher asks himself the same questions:

• 
  how to formulate lesson objectives and ensure their achievement;
  
• 
  what educational material to select and how to subject it to didactic processing;
  
• 
  what methods and means of training to choose;
  
• 
  how to organize their own activities and the activities of students.
  
• 
  how to make the interaction of all these components lead to a certain system of knowledge and value orientations.
  

The main task of the teacher is to organize learning activities in such a way that students develop needs for the creative transformation of educational material in order to acquire new knowledge.
Therefore, in order to form any UUD in the educational system for students, the following path is proposed that each student goes through:

• 
  at first, when studying various academic subjects, the student forms the primary experience of performing UUD and the motivation for its independent implementation;
  
• 
  based on the experience, the student acquires knowledge about the general way of performing this UUD;
  
• 
  further, the learned UUD is included in the practice of teaching in the lesson, self-control is organized and, if necessary, correction of its implementation;
  
• 
  in the end, the control of the level of formation of this UUD and its systematic practical use in educational practice, both in the classroom and in extracurricular activities, is organized.
  

The main result of education is the mastery of a set of universal educational activities that allow setting and solving the most important life and professional tasks. First of all, depending on the tasks that the student and graduate will face directly in adult life, a new educational standard was developed. Education in elementary school is the foundation, the foundation of all subsequent education. First of all, this concerns the formation of universal educational activities (UUD). Mastering UUD gives students the opportunity to independently successfully master new knowledge and skills based on the formation of the ability to learn. This possibility is ensured by the fact that UUD are generalized actions that generate motivation for learning and allow students to navigate in various subject areas of knowledge. At school, the process of forming universal learning activities has long been the subject of close attention of teachers, administrators, and psychologists, which allows us to conclude that we are ready to implement the requirements of the Standard for the formation of the leading competence of educational independence. Any action must be meaningful. This applies primarily to those who demand action from others. The development of intrinsic motivation is an upward movement. The tasks that we set for the child should not only be understandable, but also internally pleasing to him, that is, they should be meaningful to him.⁵
Thus, the achievement of the "ability to learn" involves the full development of all components of learning activity, which include: cognitive and learning motives, learning goal, learning task, learning activities and operations (orientation, transformation of material, control and evaluation). “The ability to learn” is a significant factor in increasing the effectiveness of students mastering subject knowledge, skills and the formation of competencies, the image of the world and the value-semantic foundations of personal moral choice.