Диагностика сформированности коммуникативных универсальных учебных действий младших школьников в инклюзивной практике

Abstract

This article presents the results of a diagnostic observation of the formation of communicative universal learning actions of primary school children in inclusive practice. The article defines the terms “diagnostics” and “communicative universal learning actions” as key research concepts; demonstrates the development of simulators for the diagnostics of communicative universal learning actions in pupils of grade 1; presents the characteristic of the level of formation of communicative universal learning actions of elementary school children and the dynamics of their progress in mastering communicative universal learning actions (KUUD). In the study, the following methods were used: analysis of psycho-pedagogical literature; entrance and final testing; and quantitative and qualitative processing of experimental data.

В статье представлена характеристика уровня сформированности коммуникативных универсальных учебных действий первоклассников.