Experience of diagnostics of analysis and reflection as universal educational actions

The contribution is focused on the problem of diagnostics of universal educational actions in the light of introduction of new educational standards. It examines the experience of carrying out diagnostics of analysis and reflection as components of theoretical thinking of junior pupils. It gives an example of a text based on traditional content of mathematics teaching, which allows to carry out diagnostics of analysis and reflection. The contribution presents models of construction of diagnostic tasks and detailed commentaries to each type of tasks. It also presents the results of approbation of the test on 74 testees (pupils of 2nd and 4th grades) and their discussion. The author states a dispersion in the success rate in solving the test tasks, sees resources for development of analysis and reflection of junior pupils, emphasizes the possibility of development of these components of theoretical thinking on program educational material.

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