Университеттің 85 жылдығына арналған Қазіргі заманғы математика
Университеттің 85 жылдығына арналған «Қазіргі заманғы математика
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| Университеттің 85 жылдығына арналған «Қазіргі заманғы математика:
проблемалары және қолданыстары» III халықаралық Тайманов оқуларының материалдар жинағы, 25 қараша, 2022 жыл 300 favorable conditions for more productive activities." The authors argue that the formation of goal setting requires special work, without which the ability to accept and set goals develops extremely slowly and has little to do with the age of students. From the above, the conclusion follows: for the formation of educational activities, it is important to teach not only to perform, but also to choose educational actions that are adequate for educational tasks. Monitoring and evaluation activities play a special role in learning activities. At the initial stages of the formation of the UD, these actions are actually performed by an adult. The formation of a student as a subject of educational activity is determined by the degree of mastery of self-control and self-esteem. According to some psychologists, the formation of a full-fledged educational activity should begin with the formation of students ' self- control in its various forms. The student's mastery of self-control as a component of educational activity is possible only when the goals of educational activity as a whole and the goals of individual educational actions are clear to him, i.e. when he understands and accepts the educational task. Self-control and self-assessment as a component of learning activities includes self- control and self-assessment of other activities that can be performed in a holistic act of learning activities. The main subject of monitoring and evaluation in the context of the implementation of educational activities is the quality of knowledge acquisition and methods of action, the assessment of the degree of achievement of the main educational goal, the assessment of the quality and nature of self-change. Therefore, self-control and self-esteem are closely related to understanding and accepting learning goals. The assessment action is also important for moving from one learning task to another. A qualitative analysis of the achievement of a particular educational goal always allows you to look ahead, to see what you should still master. It is self- esteem and self-control that truly turn a student into a subject of their learning activities, allowing them to determine their strengths and capabilities in academic work. The formation of educational activity is a transition from a fully controlled from the outside (by the teacher, other adults) purposeful activity of students to assimilate the content of teaching and methods of teaching (by self-change) to independent educational activity. The initial stage of training plays a crucial role in the formation and development of students ' learning activities, since it is at this stage that a certain "style" of learning is developed, qualitative neoplasms arise that can either correspond to the ideal model of "purposeful learning activities", and then the teaching proceeds rationally and effectively, or the methods and forms of activity that do not correspond to this model are fixed, which makes further training difficult. In the methodology of primary teaching mathematics, the problem of the methodological aspect of the formation of educational activity is considered in the dissertation research of N. A. Yankovskaya, but it does not address the issues of teaching methods for solving text problems. The didactic research of G. M. Sosnina is devoted to the problem of forming self-control in first- graders in the process of learning to solve simple problems . Considering the process of solving any text problem as a mental action, the author builds learning to solve simple problems as the formation of this mental action on the basis of the theory of step-by-step formation . As a controlling operation, G. M. Sosnina highlighted the rationale for choosing an arithmetic action. This justification should be carried out by students not only after the implementation of the decision, but also during it. Evaluating positively the very formulation of the problem and the development of teaching methods for solving simple problems, in which students are constantly required to justify the correctness of the choice of action, we will make one remark. In the approach proposed by the author, when teaching students to solve problems (more precisely, when solving simple problems), educational goals are not set, and therefore self-control in the course of such training is not included in the educational activities of first-graders. To build a teaching methodology for solving text problems that contributes to the formation of students ' learning activities, it is necessary to determine the criteria for the effectiveness of such a |