Technologies of Mixed Learning in the Formation of Communicative Universal Educational Actions of 5-7 Grades Students

The aim of the article is to substantiate the technologies of mixed learning in the formation of communicative universal educational actions of 5-7grades students. Methods. The study of psychological and pedagogical literature devoted to the idea of communicative universal educational activities (UEA) and the specifics of its formation. Analysis and generalization of the obtained results of literature research, according to which, we identified three key components that determine the formation of communication skills, which included emotive, cognitive and behavioral components. Results. As the results of the study, the indicators of a psychological and pedagogical experiment devoted to the formation of communicative universal educational actions among students are presented. Two models of the construction of extracurricular activities of students are proposed, the data of the event are given, the evaluation of the results obtained is given, reflecting the specifics of the formation of elements of communicative UEA. Conclusions. As a conclusion, we can conclude that blended learning can significantly diversify the educational process, improve the dynamics of the educational process and can act as an effective technology for the formation of students' UEA. However, the results of using mixed learning, in comparison with the traditional learning model, remain quite low, which allows us to say that the conditions for using mixed learning technologies have not been sufficiently identified and there is a need for accelerated development of knowledge, skills, and elements of communicative UEA.

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