IMPLEMENTATION OF THE ACTIVITY APPROACH IN THE EDUCATIONAL PROCESS OF PRIMARY SCHOOL

Abstract

The article focuses on the organization of the educational process in primary school on the basis of the activity approach. It is determined that activity forms the personality and determines its further development trajectory. The phenomenon of activity and the historical sources of the formation of the activity approach in education are revealed. The current scientific sources on the problem are analyzed. It is established that the reformative changes in primary education have necessitated the need to rethink the content, forms and methods of teaching younger schoolchildren, significantly influenced the choice of new scientific approaches, among which the priority place is occupied by the competency-based, activity-based, personality-oriented and integrative. Changes in education in recent years are characterized, the main directions, goals, and objectives of the New Ukrainian School are highlighted. It is noted that the renewal of the educational process on the basis of the activity approach consists in reorienting the goals and objectives of education, and affects the components of the school education system. The content of education is not an established system of knowledge, but a system of actions that ensure its assimilation. It is proven that the activity approach is the orientation of the educational process towards the development of key competencies and cross-cutting skills of the applicant, improving the ability to use theoretical knowledge in practice, forming teamwork skills, integration into society and self-realization, increasing interest in learning, self-education, instilling the desire for further development. The psychological and pedagogical principles and main principles of the activity approach in primary education in the context of the New Ukrainian School are highlighted. It is noted that the activity approach is cross-cutting in modern education and is aimed at the development of individual skills and

abilities, skillful use of acquired knowledge in practice, increasing the effectiveness of individual adaptation in society, self- realization, forming readiness for collective activity and self-education.